A-Z List

Autism Spectrum Disorder

Please note that the designation Autism is used in many of the original articles. Today the correct terminology is Autism Spectrum Disorder. You may find the abbreviation ASD used in the literature.

Journal Articles

Compliled by various students May 9, 2000


Katie Lederer & Thea Morton - May 9, 2000

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Michelle, Joy, Parker, & Hairston. (1990). Analyses of response of mentally retarded autistic and mentally retarded nonautistic children to art therapy and music therapy. Journal of Music Therapy. 27. 137-150.
Call #: (?).

This study examined responses of mentally retarded autistic children to mentally retarded nonautistic children. In Art Therapy and Music Therapy the children were rated on behavior, communication, socialization, and pre-academics using the Developmental Therapy Objectives Rating Form.
Toigo, D. A. (1992). Autism: Integrating a personal perspective with music therapy practice. Music Therapy Perspectives. 10, 1. 13-20.
Call #: (?).

This article discusses the life of Temple Grandin, a person diagnosed with autism spectrum disorder as a child, and how she has lived with it. It describes causes of autism spectrum disorder and types of treatment. The article presents goals and describes how music is used to produce successful responses from autistic people. This article presents an example of a person who learned to live successfully with autism spectrum disorder.
Bruscia, K. E. (?). Case studies in music therapy.
Call #: ML 3920.L325 - UWEC McIntyre Library (Main Stacks).

This book describes how music can serve as a bridge for communication and expression both verbally and nonverbally. In one case study, music was used as "the vehicle for connection and interaction" between patient and music therapist. This book offers recommendations for what to do in specific situations with a client.
Edgerton. C. L. (1994). The effect of improvisation music therapy on the communicative behaviors of autistic children. Journal of Music Therapy. 31. 31-62.
Call #: (?).

This article explains how the Nordoff and Robbins' Creative Music Therapy Approach can help. The study reveals that improvisational music can help increase the communicative behaviors of autistic children.
Hollander, F. M. & Juhrs, P. D. (1974). Effective treatment too with autistic children. Journal of Music Therapy. 11. 1-12.
Call #: (?).

This article describes the autistic child and some stereotypic characteristics. It explains the Orff Method and the Orff-Schulwerk and adaptations for autistic children.
Buday, E. M. (1995). The effects of signed and spoken words taught with music on sign and speech imitation by children with autism. Journal of Music Therapy. 31. 31-62.
Call #: (?).

This study examined a strategy to help with memory of manual signs. It shows that teaching the signs with music worked better than just using rhythm. This would definitely be helpful because the majority of autistics are non-verbal, and music could help with their communication.
Campbell, D. (?). The Mozart effect.
Call #: (Thea's own personal library).

This book describes cases of autism spectrum disorder, the frustration of not being able to communicate, and how to create a communicative process with autistic people to help them to live a more normal life. One process used for communicating is called "Guided Imagery and Music." The book also describes cases and presents activities used to help autistic people in the areas of hypersensitivity of hearing. Music may be used in the learning process. Certain types of music may calm tantrums in people with autism spectrum disorder.
Schalkwijk, F. W. (1994). Music and people with developmental disabilities.
Call #: ML 3920.5323 1994 - UWEC McIntyre Library (Main Stacks).

This book explains how to use music according to the different characteristics noted in people with developmental disabilities. Many of the characteristics that are described are often seen in autistic children. The treatment plans and suggestions for care would be useful to music therapists working with children with autism spectrum disorder.
Licht, S. (1946). Music in medicine.
Call #: ML 3920.L67 1946 - UWEC McIntyre Library (Main Stacks).

This book studies the affects of music on the brain and the relationship of music and the mind in chapter four, Psychiatry and Music. It describes the complexity of the brain structure. Being able to understand the brain and how music can help is the first step in working with children with autism spectrum disorder.
Spintge, R., & Droh, R. (?). Music medicine.
Call #: ML 3920.I57 - UWEC McIntyre Library (Main Stacks).

This book talks about the "dynamogenic impact of music" on a person's emotions and the human body. Music may be used with people with autism spectrum disorderto help express their feelings and help control unwanted body movements. The book gives examples of how to use these approaches. It is a good book for someone to use when creating a program for people with autism spectrum disorder.
Podolsky, E. (1954). Music therapy.
Call #: ML 3920.P752 1954 - UWEC McIntyre Library (Main Stacks).

This book describes how music can help different people with unique personality disturbances. Many of the problems described are seen in autistic children. These techniques would be helpful when working with this type of individual.
Hanser. S. B. (?). Music therapist's handbook.
Call #: ML 3920.H3 - UWEC McIntyre Library (Main Stacks).

This book describes how the psychologist, music therapist, and parents work together to explain problems and make goals for autistic children through music. It explains different musical instruments that may be used to target specific goals. The book matches activities with goals in an outline form that is easy to read and follow. It stresses the importance of developing trust between the patient and music therapist.
Alvin, J. (?). Music therapy for the autistic child.
Call #: ML 3920.A665 - UWEC McIntyre Library (Main Stacks).

This book examines the use of music therapy with children with autism. It describes various stages of using music with them and describes their behaviors. Specific examples of some case histories are cited.
Nordorff, P., & Robbins, C. (?). Music therapy for handicapped children.
Call #: ML 3920.N67 - UWEC McIntyre Library (Main Stacks).

Music is described as a non-threatening way to get through to the child since most autistic children exclude themselves from interactions with others. This approach, Nordoff-Robbins, relays on improvisational music. This book also describes case studies and background information about autistic children, the Nordoff-Robbins approach, and how to apply it with a client.
Gaston, E. T. (?). Music in therapy.
Call #: ML 3920.M897 - UWEC McIntyre Library (Main Stacks).

This book describes characteristics, musical responses, and treatment of autism spectrum disorder. This is a great book for background information on autism spectrum disorder and using music therapy with a client. It also describes many specific situations that may arise when working with a client and stresses that autistic children often show a talent in music. Case studies are included.
Wheeler, B. L. (?). Music therapy research.
Call #: ML 3920.M874 - UWEC McIntyre Library (Main Stacks).

This book is descriptive in telling how to use either "qualitative" or "quantitative" research with children with autism spectrum disorder to be applied in the treatment of the child. After gathering data (or asking yourself questions about the patient) the book describes how to make or use different methodologies, goals, and viewpoints to help the patient. This book is a nice resource for Music Therapists working with a patient with autism spectrum disorder. It provides a helpful structure to use as a model for writing case studies.
Schulberg, C. (?). The music therapy sourcebook.
Call #: ML 3920.53627 - UWEC McIntyre Library (Main Stacks).

This book describes The David School and how to help noncommunicative children learn to speak. The David School is located at Michael Reese Hospital's Dysfunctioning Child Center. Work with two boys targeted communication through singing and speech, using music and group games.
Wigram, T. & Dileo, C. (?). Music vibrations.
Call #: ML 3920.M925 - UWEC McIntyre Library (Main Stacks).

This book talks about using "vibroacoustic therapy" with autistic children to relax muscles, heart rate, blood pressure, pain, and to boost emotional responses. Vibroacoustic Therapy uses low frequency tones with relaxing music. This book describes the benefits, duration, therapeutic goals, and procedures for using the vibroacoustic therapy. It also describes case studies and presents results with clients.
Beer, A. S., & Graham, R. M. (1980). Teaching music to the exceptional child.
Call #: MT 1.G78 1980 - UWEC McIntyre Library (Main Stacks).

Children with autism are included in exceptional education settings. Teaching them music is one area of using music therapy that is described.
Wilson, B. L. (?). The use of functional assessment procedures an individualized schedules in the treatment of autism: Recommendation for music therapists. Music Therapy Perspectives. 87-93.

This article explains how to assess an autistic person for music therapy treatment. It suggests ways to write schedules and do activities that are helpful and therapeutic.

Kelly Anthony - May 9, 2000

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Jacobson, J. W., Mulick, J. A., & Schwartz, A. A. (1995). A history of facilitated communication. American Psychologist. 50. 750-765.
Call #: UWEC (Internet address: www.apa.org/journals/jaconson.html ).

This article gave an overview of facilitated communication. It described where it came from, what FC is, and how it is used now. Facilitated Communication is used for people with developmental disabilities to communicate. There is now some controversy regarding whether the person or the facilitator is actually doing the communicating.
Taylor, D. (1998). Biomedical foundations of music as therapy. MMB.
Call#: UWEC - University Bookstore.

This source discusses the connection of music and the amygdala and the hippocampus. The book also explains the connection that has been found between music and serotonin and endorphin levels in people with Autism. This source may be essential to a further understanding of music and the effect it will have on a person with Autism.
Lichty, J. Classroom presentation at UW Eau Claire.

In the classroom presentation Jessica discussed the post-mortem brain structure of people with Autism. She discussed the research of Doctors Bauman and Kemper, who found two areas in the limbic system which are underdeveloped, the amygdala and the hippocampus. They also found a deficiency of Purkijie cells in the cerebellum. Jessica also discussed the research of Dr. Courcheshe which documents two areas in the cerebellum that were different in people with Autism. Some were smaller and others were larger. One or both of these areas are considered to be responsible for attention. Jessica also mentioned the finding of different levels of serotonin in blood and cerebral spinal fluid, beta-endorphins, and a decrease in T-cells in people with Autism. Jessica explained that 40% of people with Autism have hypersensitive hearing. In addition, she explained that people with Autism have stimulus over selectivity, where they will focus their attention on one aspect that is usually irrelevant to the intended focus.
Rasar, L. A. Classroom presentation at UW Eau Claire.

In her lecture, Lee Anna Rasar discussed helpful structures for music therapy sessions with people with Autism. She described how to structure activities for a successful session including recommendations of (1)using the Nordoff Robbins approach, (2)incorporating various activity stations across the room so that meaningful stimulation centers are present in each direction for the client to explore, and (3) using the expansion of one idea with variations yet repetition instead of monotonous repetition or instead of using many different activities. Lee Anna emphasized the need for smooth transitions for people with Autism who do not readily accept change. She also described goals of music therapy for people with Autism. Four goals of focus included increase in eye contact, increase in vocalization, development of stimulus-response sets/ response to environment, and development of cause-effect understanding. Another factor that was discussed was the presentation structure. The structure that is needed includes a slow rate of presentation, repetition, chunking information, and making what is abstract accessible on a concrete level. The learning style needs and goals were the next topic. The needs are to develop systematic habits, to use sequencing, target distractions, develop generalization, channel hyperactivity, develop socially imitative play, develop vocabulary and communication, and validate emotions and emotional expression. In addition to these topics, Rasar questions the meaning of the term “non-purposeful behaviors”. She believes there may be a purpose for them and that they are probably in direct response to something that is happening internally. She gave the example of immediately applying pressure after you hit your “funny bone” or hitting against your head to relieve the pressure when you have a headache. Their repetitive behaviors may be in direct response to their perceptual difficulties and may serve to relieve the difficulties. Rasar also explained her belief about people with Autism having extrasensory vision and hearing abilities. For example, clinical evidence indicates that people with Autism can hear deer and dog whistles and possibly extra low frequencies. Finally, she mentioned the possibility that the hypersensitivity may be a result of the cerebellar differences in areas of perception.
Grandin, T., & Scariano, M. M. (?). Emergence- labeled autistic.
Call #: Lee Anna Rasar’s personal library - HFA 146 UW-Eau Claire

This book describes Temple Grandin’s personal experience of being labeled Autistic. Temple discusses her personal experiences of living with Autism. This book would be helpful for anyone who is working with people with Autism.
Orr, T. J., & Myles, B. S. (1998). The impact of rhythmic entrainment on a person with autism. Focus on Autism and Other Developmental Disabilities. 13. 163-166.
Call #: (?).

This study investigated the use of sensory-based interventions, such as rhythmic entrainment, with children with Autism. Rhythmic entrainment introduces externally produced rhythms to relax the body and re-entrain the body to return to the natural rhythmic patterns. The use of rhythmic entrainment had been found to help people with Autism to control their behavior and attain a calm state of awareness that will facilitate learning and socialization.
Improvised song in group music therapy. (Videotape): Nordoff-Robbins Music Therapy - available from Nordoff-Robbins Center for Music Therapy. New York: New York University. 82 Washington Square East. New York.
Call #: Lee Anna Rasar’s office HFA 146 UW Eau Claire

The video shows samples of music therapy sessions with clients with Autism. The video is narrated by the therapist to explain the goals and what is going well in the session.
Temple Grandin audiotape.
Call #: UWEC (Reserve Library; Music Listening Lab., Hass Fine Arts Center).

Temple Grandin discussed what her life was like living with Autism. She discussed her frustrations of not being able to get the words she wanted to express out and about the sensory issues involved with Autism. She also described how her way of thinking is concrete and visual. She thinks in pictures. Temple Grandin gave advice about early intervention with children with Autism and about focusing the fixations of children into something valuable. Temple Grandin also mentioned the cerebellar abnormalities of people with Autism. This tape is another essential source to music therapists or anyone else who will be working with the population of Autism because it is so rare to be able to hear anyone with Autism have the vocabulary to describe what it is like.
Videotape of expose of facilitated communication from television special.
Call #: UWEC (Dr. Dale Taylor’s personal library).

This video discusses the technique of facilitated communication and its use with people with Autism. It shows a study in which the person facilitating the communication saw one set of pictures while the client saw another set of pictures. The typing matched the pictures seen by the facilitators.

Jennifer Wilson - Nov. 30, 1999

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Before the title of these citations, codes provide additional information to categorize that reference.

T= Therapy-oriented

F= Facts, basic information

M= Is helpful for music therapists

O= Cites an organization involved with autism and music therapy

S= See also another source on this site

(TFM)
Smeijsters, H. (1997). Multiple perspectives: A guide to qualitative research in music therapy. New Hamphshire: Barcelona Publishers. 4 Whitebrook Rd. Lower Village. Gilsum.
Call #:ML3920 .S675 1997 - UWEC McIntyre Library (Main Stacks).

For many years, behaviorism and quantitative research monopolized studies of individuals with special needs. This text points out the evolution to and integration of music therapy as a tool for the treatment of such conditions. It provides an overview of various techniques in music therapy. It also reviews research of music therapy with various therapy practices and applications including autism.
(TM)
Author:Kay Gardner, K. (1977). Sounding the inner landscape: Music as medicine.
Call #:ML3920 .G14 1997 - UWEC McIntyre Library (Main Stacks).

Although this source has little to do with autism specifically, it provides an interpretation of music therapy as a source of creative expression. A holistic mind, body, spirit connection is illustrated and provides a theme for the text. Since in many cases, autistic individuals are encouraged by music therapy to express themselves in alternative ways, this text is quite applicable to autism.
TFMS(9)
Bruscia, K. E. (1991). Case studies in music therapy. Pennsylvania: Barcelona Publishers. 1121 Rapps Dam Road. Phoenixville.
Call #:ML3920.c325 1991 - UWEC McIntyre Library (Main Stacks).

This book describes several case studies in music therapy, two of which pertain to autism. The first study is of an autistic adult and his eleven-month therapy program. Target areas include group interaction and appropriate socialization. Specific steps of therapy are described. The second case study describes two years of therapy with a non-verbal autistic adult. Main activities include music as a way of expression, learning, and communication.
TFMS(8)
Author: Edith H. Boxill, E. H. (1995). Music for the developmentally disabled. Maryland: Aspen Systems Publication. 1600 Research Blvd. Rockville.
Call #:ML3920 .B59 1985 c.1 - UWEC McIntyre Library (Main Stacks).

This text was cited in the second case study in Case Studies in Music Therapy. It provides treatment plans and activities that are applicable to autistic individuals. It also includes a music therapy client assessment checklist for behaviors such as eye contact, motor skills, attention span, mannerisms, communication, and social skills.
(TFM)
Author: F. W. Schalkwijk, F. W. (1994). Music and people with developmental disabilities.
Call #:ML3920 .s323 - UWEC McIntyre Library (Main Stacks).

This book describes various uses of music therapy with people who have developmental disabilities, the activities facilitated by music, group activities, and individual treatment sessions.
TFMS(15)
Trevarthen, C., Aitken, K., Papourdi, D., & Robarts, J. (1996). Children with autism. Pennsylvania: Jessica Kingsley Publishers.1900 Frost Road Suite 101. Bristol.
Call #:RJ 507 .A9 C453 1996 - UWEC McIntyre Library (Main Stacks).

This text provides a full description of autism - everything from the discovery of it, possible treatment, a potential cure, music therapy and its relation to autism, to communication techniques and responses. Since it is focused primarily on autism in children, it focuses also on the development of children with autism and the associated implications.
(TFM)
P., & Robbins, C. (?). Music therapy for handicapped children. New York: Rudof Steiner Publications. 151n. Moison Rd. Blaurelt.
Call #:ML3920 .N67 - UWEC McIntyre Library (Main Stacks).

Paul Nordoff and Clive Robbins were two of the founders in music therapy treatment of autistic individuals. As the authors of this book, they describe activities for children with various handicaps. Autism is described specifically (pages 87-94) in terms of personality and social skills.
(TFM)
McLaughlin, T. (1971). Music and communication. New York: St. Martin's Press.175 Fifth Ave. New York.
Call #:ML3820 .M32 - UWEC McIntyre Library (Main Stacks).

This book addresses various aspects of communication, including its origin in the nervous system, patterns of communication, and developmental levels of communication. It also addresses ways in which music is involved in providing a therapeutic means to affect these processes.
(TM)
Mills, P. H. (1992). Helping the special learner through musical activities. Paula Mills.
Call #:ML3920 .M535 - UWEC McIntyre Library (Main Stacks).

This book is a workbook/handbook for people who work with children with special needs, both teachers in a public education facility as well as music therapists. It is a comprehensive resource with songs, art projects, and basic daily activities for self-help, communication, and interactive play.
TFMS(11)
Aldridge, D. (1996). Music therapy research and practice in medicine. Pennsylvania: Jessica Kingsley Publishers. 1900 Frost Road Suite 101. Bristol.
Call #:ML3920 .A33 - UWEC McIntyre Library (Main Stacks).

This book, in the same series as Children with Autism, provides information on music therapy and medical treatments. It also illustrates an assessment scale that can apply to autistic individuals. Chapter 11 pertains to music therapy and children with developmental disabilities specifically.

Kirsten Coons - May 9, 2000

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Author: Dawn Wimpory, D. (1995). Brief report: Musical interaction therapy for children with autism: An evaluated case study with two-year follow-up. Journal of Autism and Developmental Disorders. 25. 541-552.
Call #: (?).

This case study involves a young autistic child and the use of music therapy for social development. It especially stresses the use of MIT in music therapy. It traces the development of an understanding between the autistic child and others.
Author: Evelyn M. Buday, E. M. (1995). The effects of signed and spoken words taught with music on sign and speech imitation by children with autism. Journal of Music Therapy. 3. 189-202.
Call #: (?).

This study is about improving memory for manual signs. It deals with how music therapy effects 10 children with autism in different ways. The study looks at the differences of music with speech and just rhythm by itself. The rhythm part is the most important, but it works even better using music.
Birkenshaw-Fleming, L. (1993). Music for all - teaching music to people with special needs. Missouri: Contemporary Arts Building. 3526 Washington Ave. Saint Louis.
Call #: ML 3920. B52 1993 - UWEC McIntyre Library (Main Stacks).

This book gives a description of autism and how it is diagnosed. It also suggests some treatment for it. Music can help develop speech, encourage social interaction, and help the autistic child express emotions. These are things that are very challenging for an autistic child to accomplish in life. This book describes how music is able to accomplish all of that by reaching them in a way that nothing else could ever reach them.
Alvin, J. (1965). Music for the handicapped child. Oxford University Press.
Call #: ML 3920. A65 1965 - UWEC McIntyre Library (Main Stacks).


Music in this source is addressed as a way to bring out communication and participation in the autistic child. Rhythm is a very significant part of the therapy in assisting the autistic client. The book gives examples of types of activities therapists might use with an autistic child.
Williams. D. (1994). Somebody somewhere. California: Irlen Institute.5380 Village Road. Long Beach.
Call #: RC 553. A88 1994 - UWEC McIntyre Library (Main Stacks).

This reference doesn’t have anything to do with music therapy, but it describes the life of an autistic person. It is important to know what it is like to be living with autism so that you know what areas need to be worked on. It deals with all the hardships one person had to encounter with autism throughout her life and lets us see what it would be like to be autistic.
Thaut, M. H. (1988). Measuring musical responsiveness in autistic children: A comparative analysis of improvised musical tone sequences of autistic, normal, and mentally retarded individuals. Journal of Autism and Developmental Disorders. 18. 561-571.
Call #: UWEC McIntyre Library (Bound Journals).

This source proves how important and significant music is in an autistic child’s life. The autistic children scored better than normal and mentally retarded children on improvising on rhythm, restriction, and originality of scales. Their improvised tunes were much more complex, and it was an autistic child who scored the highest out of all the children tested.
Orff, G. (1989). Key concepts in the Orff music therapy. Wisconsin: Schott & Co. Ltd. 48 Great Marlborough St., London. W I V 2BN.
Call #: ML 3920.072 - UWEC McIntyre Library (Main Stacks).

This book has a lot to do with examples of activities that can be used in music therapy with an autistic child. It also provides some insight on how to diagnose autism in a child. Orff presents 77 different concepts about music therapy work and then explains them and describes how they can be helpful.
Paul, D. W. (1982). Music therapy for handicapped children - emotionally disturbed. Washington D.C.: National Association for Music Therapy. 804 D Street NE.
Call #: ML 3920. P3 C.1 - UWEC McIntyre Library (Main Stacks).

This journal article discusses the needs of an autistic learner. It focuses on response to therapy, temporal perception, rhythmic movement, language, communication, and socialization. This source tries to show how to meet the needs of an individual client with autism.
Nelson, D. L. (1984). Music activities as therapy for children with autism and other pervasive developmental disorders. Washington D.C.: NAMT. 1133 15th Street NW. Suite 1000.
Call #: ISSN, ISBN 0730-3084 - UWEC McIntyre Library (Bound Journals).

This journal article discusses the needs of an autistic learner. It focuses on response to therapy, temporal perception, rhythmic movement, language, communication, and socialization. This source tries to show how to meet the needs of an individual client with autism.
When is a significant change not significant? Journal of Autism and Developmental Disorders. 27. 347-348. (1997).

This journal article talks about Auditory Integration Training (AIT) for autistic children in Great Britain. Evaluation for this kind of treatment is very difficult; however, results of AIT on autistic children are discussed. AIT involves using music with the widest possible range of frequencies played in 20 half hour sessions. The treatment strengthens the muscles in the middle of the ear to improve reaction.
Lovett, K. (1997). Autism fact file. [On-line].
Available: http://www.rmplc.co.uk/eduweb/sites/autism/autismla.html#treat

This web cite discusses how music helps autistic children by motivating learning, creating opportunity for social interaction, developing awareness of self and others, enhancing well-being, and fostering independent living. Music can bring the autistic client away from isolation by getting them to participate with the rest of the world.
Staum, M. J. (?). Music therapy and language for the autistic child. [On-line].
Available: http://www.autism.org/music.html

Music is good for the autistic child because it is non-threatening and a type of non-verbal communication. Almost everyone responds positively to some type of music. This Internet source contains a lot of information on the ways music therapy helps the autistic child.

Emily Richardson, 2006

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Orr, T. J., & Myles, B. S. (1998). The impact of rhythmic entrainment on a person with autism. Focus on Autism and Other Developmental Disabilities. 13. 163-166.

This study described the different uses of sensory-based interventions with children with autism. One example is rhythmic entrainment.   Rhythmic entrainment uses rhythms that are produced outside of the body to relax it.  It also helps re-entrain the body and return it to the natural rhythmic patterns. It has been found that the use of rhythmic entrainment can help people with autism control many of their behaviors. It will also help to calm them down and focus more on important things.  This technique is very helpful when it comes to facilitating learning and socialization.

Thaut, M. H. (1988). Measuring musical responsiveness in autistic children: A comparative analysis of improvised musical tone sequences of autistic, normal, and mentally retarded individuals. Journal of Autism and Developmental Disorders. 18. 561-571.

This article discusses how important music is in a child’s life that for a child with autism and explains how significant music can be.  When several groups of children were asked to improvise using different rhythms, the children with autism scored better than normal children and children with mental retardation.  Children with autism also showed higher scores on restriction and originality of scales. The children with autism were able to create improvised tunes that were much more complex.  The most interesting point in the journal article was that the highest score out of all the children tested was a child with autism.

Toigo, D. A. (1992). Autism: Integrating a personal perspective with music therapy practice. Music Therapy Perspectives. 10, 1. 13-20.

This article focused on the life of Temple Grandin.  Temple Grandin was a person who was diagnosed with autism as a child and later went on to tell the world how she had learned to live with the disorder.  The article covers many causes of autism and several types of treatments that can be used. The article presents goals and describes how music is used to produce successful responses from people with autism. This article depicts an example of a person who learned to live successfully with autism who can serve as an inspiration to many.

Jacobson, J. W., Mulick, J. A., & Schwartz, A. A. (1995). A history of facilitated communication. American Psychologist. 50. 750-765.

This article gave an overview of facilitated communication. It first described where it came from.  It also described exactly what facilitated communication is, and how it is used today. Facilitated Communication is used to help people with developmental disabilities communicate with others. There is currently some controversy over whether the person with the disability or the facilitator is actually doing the communicating.

Dawn Wimpory, D. (1995). Brief report: Musical interaction therapy for children with autism: An evaluated case study with two-year follow-up. Journal of Autism and Developmental Disorders. 25.

This article discussed a case study involving a young child with autism.  It explained the different uses of music therapy to improve his social development. It especially stresses the use of melodic intonation therapy in music therapy.  Melodic intonation therapy is the use of four different cues to help a person with word recall.  The article also traces the development of an understanding between the child with autism and the other people with whom the child must interact.