autism, music, music therapy, music therapy for autism, musical stories, neurologic music therapy, singing, special needs

Creating a musical story for ASD

The idea of a musical story for ASD was inspired by social stories that are being used with more and more frequency within the ASD world. Carol Grey officially created Social Stories in 1990 after working with a team of incredible parents, professionals, and students for many years. One of Grey’s first stories was a step-by-step story that described how to follow and complete directions in a sewing pattern.  We were creating a curriculum that would enable us to teach from a distance, one story and social packet at a time. Grey provides an in depth example while writing about a student named Eric in The Discovery of Social Stories (1990-1992).

The three principles of the Social Story philosophy that guide the development of each Story.

  1. Abandon all assumptions.
  2. Recognize that the social impairment in autism is shared, with mistakes made on all sides of the social equation.
  3. When Typical people interact with people with autism, both perspectives are equally valid and deserving of respect.

While embracing the practice of taking the unique perspectives of ourselves and those with whom we are working into account, a musical story also embraces the impact of music upon the brain. An article published in Autism Research revealed that “functional fronto-temporal connectivity, disrupted during spoken-word perception, was preserved during sung-word listening in ASD, suggesting alternate mechanisms of speech and music processing in ASD.” If you’re a visual learner, the images in this article, particularly the one on page 6, may give you a better idea of these implications. According to this research, singing rather than speaking, enhances neural activity.

At Music Therapy Services of Portland, we want to coach parents, caretakers and allied health professionals working with ASD on how to create a musical story. Our workshop will walk you through the process of creating a social story from your child’s perspective.

We will take you through the three primary steps involved in creating a musical story. Come with a challenge in mind that you’d like to help your child overcome through a musical story. Some examples for inspiration:

  • Going to the bathroom independently
  • Eating lunch at school
  • Taking a shower
  • Getting dressed in the morning
  • Getting ready for bed

Eventbrite - Workshop: Creating Musical Stories for ASD

The next workshop is on March 15th from 6-8pm for $25. Register here or contact us with any questions: angie@musictherapyportland.com, 971-221-7144. We are offering 20% off for a group of 3 or more. Please contact us for the discount code.


Angie Kopshy, MM, MT-BC
Angie Kopshy, MM, MT-BC

Angie Kopshy, MM, MT-BC, is a board-certified music therapist and founder of Big Sky Music Therapy. Upon completion of her Master’s in Music from Boise State University, Angie returned to Portland to study music therapy. Before moving to Montana, her work included a private practice that incorporated neurologic music therapy techniques, the supervision of practicum students and interns and a teaching position at Pacific University. Angie is also a singer/songwriter with the band, Stoneface Honey.

autism, music therapy, music therapy group

How sensory integration plays into music therapy groups

At Music Therapy Services of Portland, we love facilitating small groups. The art of creating an ideal music therapy group for children diagnosed on the autism spectrum is a challenge that involves the help of parents, caretakers, and allied health professionals. One of the most important elements that we take into consideration is sensory processing. Linn Wakeford’s chapter in Early Childhood Music Therapy and Autism Spectrum Disorders explains that researchers have categorized sensory processing into three primary patterns:

  • Hypo-responsiveness (under responsiveness)
  • Hyper-responsiveness (overly responsive)
  • Sensory seeking behaviors

Many children are a mix of some hyper-responsive patterns and other hypo-responsive patterns. The sensory systems include: auditory, visual, olfactory, tactile, gustatory, vestibular, and proprioceptive.

As a music therapist, being aware of the sensory systems of each individual in a group is critical and impacts the instruments and interventions I utilize.  So how can parents help their child end up in the most appropriate music therapy group? Consider how your child responds to each of these musical elements:

  • Intensity – Does she prefer loud or soft sounds?
  • Frequency – Does he want the same sound over and over again or new sounds?
  • Duration – How long does she enjoy the sensation?
  • Rhythm – Does he enjoy rhythmic predictability or more variation and unpredictability?
  • Novelty – Does she respond aversively to change and newness?
  • Complexity – Does he enjoy multiple sensations within music like an orchestra or minimal instruments like only voice or guitar?

Many sensory processing theories incorporate adaptations and modifications that are much easier to address in a one-to-one setting. The children who are able to receive both individual and group music therapy sessions are certainly at an advantage because we are able to learn and address their sensory needs better. But even new children can succeed within a group when communication with parents and caretakers is incorporated. Our ultimate objective is to minimize the influence of sensory processing differences at all times.

Share what you notice about your child’s response to music by calling, sending an email, or completing our survey. If you’re a returning family, we invite you to resubmit our survey or provide us with any additional information you’ve observed or received from allied health professionals. Help us make your child’s music therapy group experience as beneficial as possible!

For those of you facilitating groups or individual sessions, consider the following:

  • The lighting
  • The temperature
  • Noises such as cars, the air conditioner, people talking
  • Do the kids need movement, deep pressure, or a familiar songs at a slow and steady tempo?
  • Can you have the child who is up and moving around be an assistant while the child under the blanket plays with the cabasa?

If a child gets up, walks to the corner, and comes back, they may be practicing self regulation. If they’re hiding under a blanket, they may be coping with their sensory needs. Ask yourself whether these actions are important or if you can work around them and possibly address these issues down the road. Otherwise, is there a way to meet these different needs within the various interventions of your group session?  We will address these questions more in an upcoming blog explaining the iso-principal approach during music therapy sessions.

Meanwhile, here are two additional video resources – the first is more for parents and the second is one you can watch with your child:

A detailed video by Chirp on sensory processing needs and strategies.

A Child’s View of Sensory Processing

Angie Kopshy, MM, MT-BC
Angie Kopshy, MM, MT-BC

Music Therapy Services of Portland is directed by board-certified music therapist, Angie Kopshy. Upon completion of her Master’s in Music from Boise State University, Angie returned to Portland to study music therapy at Marylhurst University. Music Therapy Services of Portland specializes on working with children on the autism spectrum. Angie is also a singer/songwriter with the band, Stoneface Honey.

autism, movement, music, music therapy, singing, special needs

Summer camp option for special needs children in the Portland, Oregon area

For the families who are beginning to map out their child’s summer plan, consider Marylhurst’s Creative Arts Day Camp as one of your options. As a Marylhurst graduate and previous Creative Arts Day CampAssistant Director, I strongly recommend this program!

Creative Arts Day Camp

The Creative Arts Day Camp for children with and without special needs is a one-week, half-day program where children have access to creative arts therapists (music, art, drama, poetry, dance/movement).  Campers will participate in projects that reinforce the ideal of achieving one’s maximum potential in a friendly and adaptive environment that fosters success.  

July 13 – 16, 2015 for children aged 5-9
July 20 – 23, 2015 for children aged 10-13

COST: $200 per week