Safe and Sound: A mixed-methods study to explore relationships between special education classroom practitioners and autistic students through music therapy consultation

Abstract

This study investigated the accessibility and viability of the Safe and Sound music therapy consultation protocol for classroom practitioners seeking to optimise relationships with students in a UK school providing specialist education for autistic children. Winnicott’s theory of the holding environment provided the framework for an original evaluation instrument, which underpinned an autism-focused staff development programme. Five participants evaluated their usual musical interaction with a student (pre-intervention). Following the development programme (intervention), participants undertook six filmed music sessions with the same individual (post-intervention). Two self-chosen extracts, pre- and post-intervention, were self-rated against the evaluation instrument. Participants then reflected on their experiences in interviews. The same ten randomised video extracts were similarly rated by 18 UK music therapists. Qualitative results evidenced participants’ learning during the study as enabling them to attune to the student and hold them in mind. Quantitative results showed the realisation of this in adaptation to the student through concrete musical skills. The study indicated that Winnicott’s theory of the holding environment could support the optimisation of classroom practitioner-student relationships. The small sample prohibits outcomes generalisation and further research is needed to explore wider protocol viability.