Understanding of therapists’ experiences in the use of musical therapy as a meaningful learning´s method in boys and girls between 8 and 12 years old with autism spectrum disorder belonging to a health provider institution in Bogotá

Abstract

The development of this study is based on understanding therapists’ experiences in using
music therapy as a tool for meaningful learning in children aged 8 to 12 with autism spectrum
disorder, attended by a health institution in Bogotá. The methodology is qualitative, with a
phenomenological study design and a sample of 10 professional therapists who were conducting
intervention processes based on music therapy. The results highlight the favorable relationship
of meaningful learning through tools such as music therapy, in alternative approaches
that allow for greater understanding, identification, exploration, interaction, and stimulation in different areas of development. It is important to clarify the levels of interest in children for the optimal development of music therapy interventions, as this correlates with higher levels of meaningful learning, cognitive and communicative enhancement, and affinity for daily life processes that can be applied to their contexts. Motivation processes are essential in acquiring responses to music therapy intervention, significantly supporting parent-child dyads and fostering social and communicative exchanges with various people in their environment, as well as with social and linguistic peers. This approach enables growth in communicative skills in expressive, receptive, and emotional language, as well as kinesthetic abilities that promote thinking skills and creativity through meaningful learning. This research demonstrates how music therapy in children aged 8 to 12 with autism spectrum disorder has a positive impact,
enhancing cognitive, communicative, social, and emotional skills. It not only involves the use
of an instrument but serves as a bridge to increase interdisciplinary team participation in developing skills that contribute to meaningful learning. Efforts should continue to promote the
implementation of music therapy as a supportive tool for developing important daily life skills
and to encourage contributions from various fields, which can significantly enrich the study of
music therapy in Colombia as an intervention method for people with autism spectrum disorder.