Researcher(s)
- Malika Iyer, Computer Science, University of Delaware
- Elise Ruggiero, Music - Applied, University of Delaware
- Zoe Lipkin, Music - Applied, University of Delaware
Faculty Mentor(s)
- Matthew Mauriello, Computer and Information Sciences, University of Delaware
- Daniel Stevens, School of Music, University of Delaware
Abstract
While research affirms that there is a great deal of variation in the music preferences of individuals with ASD, there are consistent findings that individuals with ASD enjoy non-vocal sounds more than vocal sounds (Michel et al. 7) and familiar sounds more than environmental sounds (Bhatara 3). Research also demonstrates that music has the potential to facilitate social interaction and emotional self-regulation skill development (Villafuerte et al. 3; Johnston et al. 7). The design of our device attempts to make popular children’s music more accessible and enjoyable for individuals on the spectrum by giving them control over which sounds play. We are interested in exploring the varying musical preferences of people with ASD and how an interactive music listening experience might aid and engage children who are not typically able to express those preferences. We are also exploring how individuals on the spectrum showcase both passive and active engagement (singing, dancing, moving around, listening with clear intention) when using the device, and if this helps facilitate the child’s enjoyment of music. We conducted interactive music listening sessions with multiple parent-child dyads (children aged 5-11) to study how children interact with a listening device programmed with reimagined children’s songs consisting of multiple layers of sounds. We logged quantitative trends in what layers were played and for how long. We also made qualitative observations on the emotions that were expressed by the participant when listening to the music and how song familiarity affected these reactions. PECS cards were used as a nonverbal mode of communication, when needed. We found that the participants enjoyed melody tracks and played familiar songs more frequently. Loud ambient noises also caused negative reactions in some participants. Suggestions for future research include broadening our music library, reducing distracting outside stimuli, improving device aesthetic, and expanding our study to local schools.
Works Cited
- Bhatara, Quintin, E.-M., Fombonne, E., & Levitin, D. J. (2013). Early Sensitivity to Sound and Musical Preferences and Enjoyment in Adolescents With Autism Spectrum Disorders. Psychomusicology, 23(2), 100–108. https://doi.org/10.1037/a0033754
- Michel, L., Ricou, C., Bonnet-Brilhault, F. et al. Sounds Pleasantness Ratings in Autism: Interaction Between Social Information and Acoustical Noise Level. Journal of Autism and Developmental Disorders (2023). https://doi.org/10.1007/s10803-023-05989-6
- Villafuerte, Markova, M., & Jorda, S. (2012). Acquisition of social abilities through musical tangible user interface: children with autism spectrum condition and the reactable. CHI ’12 Extended Abstracts on Human Factors in Computing Systems, 745–760. https://doi.org/10.1145/2212776.2212847