Autism, music and Alexithymia: A musical intervention to enhance emotion recognition in adolescents with ASD.

Abstract Background Difficulties identifying and describing emotions in Autism Spectrum Disorder (ASD) have been linked with an increased prevalence of Type 2 Alexithymia. Alexithymia is associated with difficulties in interpreting and verbally labelling physiological arousal. Children and adults with ASD show typical patterns of physiological arousal to music and can attribute verbal labels to musical emotions. Aim This pilot study aimed to develop a music-based intervention to improve facial and vocal emotion recognition (ER) and Alexithymia in adolescents with ASD. Methods and procedures Adolescents with ASD completed 5 music sessions and pre and post-tests of Alexithymia, ER and language. Each intervention began with a researcher-led group analysis of the emotions expressed in a series of musical excerpts, followed by a group-led discussion of the participants’ experiences of these emotions and the ways they may be communicated. Finally, the likely causes and outward expression of these emotions were discussed. Outcome and results Results showed that at pre-test, chronological age (CA) and receptive vocabulary were significantly associated with recognition of facial and verbal emotions and Not hiding emotions. At post-test, older children showed a greater increase in recognition of voices and in emotional bodily awareness. Correlations suggested a trend towards increased ER in voices and faces in children with lower language scores. Conclusions and implications Music-based interventions may enhance ER in adolescents with ASD and Alexithymia. Limitations and recommendations for future investigations are discussed.