In this study, we investigate whether the relationship between executive functions and musical ability observed in typically developing children is found in children with autism spectrum disorder (ASD). Impairments in executive functions is a common characteristic of ASD. It can translate into difficulty with planning and organizing behaviours as well as poor mental flexibility.Musical training has been associated with increased executive functions in typically developing children. However, the relationship between musical ability and executive functions in ASD has not yet been investigated. The first step to answer this question is to assess whether the relationship between executive functions and musical ability differs between children with typical development and children with ASD. Individuals with ASD tend to possess a strong interest for music, and as such music could be a good intervention tool for children with ASD. The study includes a group of 35 high-functioning participants with ASD and a comparison group of 35 typically developing children ranging from 6 to 12 years old. Participants will complete a musical ability task and tests of executive functions. Analysis will examine the relationship between the two groups' performance. There is an imminent need to provide better services to improve the mental health of children living with ASD. Findings hold the potential of revealing that a strength-based intervention with music could alter the course of executive function deficits in ASD.
Interagency Autism Coordinating Committee (IACC)
Autism Research Database (AFD)
