Improving Verbal Communication Skills Through Music Therapy for Autistic Children in Kindergarten

Nurfah Nurfah; Mustafa Mustafa; Tatiana Meidina

Authors

Nurfah Nurfah Department of Special Education, Faculty of Education, Universitas Negeri Makassar, Makassar, Indonesia
Mustafa Mustafa Department of Special Education, Faculty of Education, Universitas Negeri Makassar, Makassar, Indonesia
Tatiana Meidina Department of Special Education, Faculty of Education, Universitas Negeri Makassar, Makassar, Indonesia

Abstract

The study employs a single-subject experimental design (SSR) with an A-B-A design. The research findings are as follows: 1) the verbal communication skills of subject AA were initially very low, as observed in baseline condition 1 (A1), 2) the verbal communication skills of subject AA improved during the intervention, as evident in the Intervention condition (B), 3) the verbal communication skills of subject AA continued to improve after the intervention, as seen in baseline condition 2 (A2), 4) the analysis across conditions showed an increase in the verbal communication skills of subject AA. Before the intervention, the student's skills were very low, improved during the intervention, and remained elevated after the intervention. From these findings, it can be concluded that the verbal communication skills of the child continue to improve after the intervention, thanks to the influence of music therapy. Suggestions for future research include improvements and further development. The study could be expanded by involving a larger sample or exploring variations in music therapy methods. A more in-depth analysis of factors influencing intervention outcomes could provide additional insights. Additionally, measuring the long-term effectiveness of music therapy in enhancing communication skills for autistic children could be a focus of future research.

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