The Use of Functional Assessment Procedures and Individualized Schedules in the Treatment of Autism: Recommendations for Music Therapists

Individuals with autism represent a very diverse group of learners who are challenged by aspects of their disability that make conventional teaching approaches inappropriate. When inappropriate strategies are utilized, they often serve to confuse learners and result in frustration thus leading to periods of challenging behavior and a shared level of frustration on the part of the teacher or clinician. Functional assessment provides a method for understanding the variables that influence challenging behavior in learners and provides a template for the development of effective interventions aimed at support of the student. The individual schedules identify the most appropriate learning technique by implementing the preferred visual cue. This paper describes how functional assessment can (a) be better utilized in applied settings in determining both the cause and functions of challenging behavior, (b) address the role that individual schedules play in the treatment of autism, and (c) be better understood and utilized by music therapists. A case study is presented.