The influence of music technology on the academic behavior of preschool children with autism spectrum disorder
Liza Lee 1 , Hsiao-Fang Lin 2 *
More Detail
1 Department and Graduate Institute of Early Childhood Development and Education, Chaoyang University of Technology, Taichung City, TAIWAN2 Teacher Education Center, Chaoyang University of Technology, Taichung City, TAIWAN* Corresponding Author


This study explored the effects of combining two music technology teaching approaches, holistic music educational approach for young children (HMEAYC) and multisensory musical activities (MSMAs), on children’s academic behavior performances. The venue was a nonprofit early intervention organization and private preschool. Purposive sampling was used to select six children with autism spectrum disorder (ASD) and six without ASD around the age of 40-63 months, and the course arrangement was a 40-minute class each week for 14 weeks. This study demonstrated that the MSMAs teaching method could improve children’s learning habits and performance without ASD. In addition, the intervention of HMEAYC teaching method can improve the academic behavior of both children with ASD, and without ASD, especially for children with ASD; it has more significant benefits on learning habits. In addition, through HMEAYC’s music therapy courses, children’s communication, emotional and social performance can also be improved.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 6, Article No: em2273

Publication date: 01 Jun 2023

Online publication date: 13 Apr 2023

Article Views: 1350

Article Downloads: 827

Open Access References How to cite this article