Piano Lessons as Therapy: An Innovative Approach to Advancing Cognitive and Emotional Development in Children with Autism (Author: Hermine Shahbazyan, Professor of Piano and Orgel)

Music as a discipline has always occupied a place in human societies, which makes it natural that music education has also been in development and taking on a place in society since these beginning. Music has many different roles in society, but often its most general purposes are to share cultural values with the world, to tell stories and communicate meaning, and to stimulate emotional connection among people. People used music centuries ago in similar ways we do today, to create collective emotional experiences. We intuitively connect emotionally with music, which evidences why it can have enormous effects on our emotions and social relationships. 

These natural connections that we have with music were only started to be better understood recently, thanks to the developments of modern science. In the early 20th century, we first started to ask questions and conduct research on the effects of music. One of the earliest studies to explore these questions was conducted by American psychologist Carl Seashore in the early 1900s, who was interested in the psychological aspects of musical perception. He sought to understand how people perceive different musical elements and how these perceptions relate to broader cognitive functions, and was the first to develop tests to measure musical aptitude and sensory perception (Grashel 2008; Seashore 1936). As this field of research gradually evolved, more contributions came as researchers began examining more about music and cognitive processes. In the 1950s the research Alfred Tomatis, a French ear specialist and pioneer in the field made important contributions (Thompson & Andrews 2000). He studied the impact of listening to music, particularly classical pieces, on learning and auditory processing. His findings suggested that music could enhance listening skills and cognitive functions, especially in children. This early research laid the foundation for a deeper understanding of how music can affect the brain.

As the field continued to evolve, a notorious insight came from the work of Gordon Shaw and Frances Rauscher in the early 1990s, who investigated the “Mozart effect.” Their study found that listening to Mozart could temporarily enhance spatial-temporal reasoning, a specific cognitive skill important for tasks like puzzle-solving and mathematics (Rauscher & Shaw 1993). This study became famous for its cultural impact and how it popularized the so-called “Mozart effect”, but it was later widely criticized and is often considered to be overhyped, since many researchers argue that the claims about the benefits of listening to Mozart were exaggerated. 

Even with all its shortcomings, the now-infamous “Mozart effect” research was significant in that it stimulated broad interest in the possible connection between music and enhanced cognition. Even though the original claims from Shaw and Rauscher came to be seen as overstated, and their findings could not be replicated in later studies, their work launched a new area of inquiry into the ways music may affect the brain. This study highlighted the possibility of measurable effects of musical experiences on cognitive functions, and an explosion of research unfolded from that point on, addressing a wide variety of aspects of music and cognition. All the attention that this study brought eventually helped to shift the focus away from passive listening, as done in the original Mozart study, to more active forms of musical engagement, such as learning to play an instrument. In this way, the popular euphoria generated by the “Mozart effect” contributed to research that strengthened the importance of music education and that legitimized interest and more funding in school music programs.

In the current era, psychological and neuroscientific research has led to findings suggesting that musical training has an effect in enhancing cognitive skills. These ideas suggest that the cognitive benefits that come from learning to play a musical instrument extend beyond music itself. During the learning process for a musical instrument, such as the piano, various regions of the brain are involved, and the process produces certain structural and functional changes in the brain that may explain enhancements in cognition. According to studies, musical training enhances brain plasticity or the capacity of the brain to alter and adapt with experience (Miendlarzewska & Trost 2014). This plasticity is most prominent within areas of auditory processing, execution of motor activity, and sensorimotor integration-all those that are very important in instrument learning. 

The benefits that come from musical training also often mean that verbal memory, language, and reading skills are enhanced. This enhancement is especially strong in children, as findings suggest that musical training results in better achievement in unrelated domains, such as verbal abilities, second language learning, non-verbal reasoning, and general intelligence (Miendlarzewska & Trost 2014). For instance, research has shown that musically trained children have enhanced neural discrimination for similar sounds, which is important in their distinguishing between different speech sounds. This can then generalize to be a good language comprehension and reading skill. This evidences the concept of “near-transfer effects,” in which skills learned in one area-such as music-improve abilities in closely related areas, such as language. In addition to such near-transfer effects, musical training also creates “far-transfer effects,” in which the skills learned through music generalize to unrelated domains. For instance, instrumental music training can lead to improvements in executive functions such as working memory and problem-solving-fluid intelligence skills. These are not directly musical skills but ones which profit from the discipline and attention needed to master an instrument. Music education develops these executive functions through the memorization of complex musical passages, focus on rhythmic patterns, and hand coordination during the playing activity (Miendlarzewska & Trost 2014).

Rhythm and timing are also important parts of music that play a role in enhancing cognitive development in children. Rhythmic entrainment is the process of synchronizing one’s movements with a given beat. Developing skills in this area means that attention is developed through the enhancement of executive functioning. Such rhythmic training equips children with improved temporal processing, and attention orientation, which can enhance reading abilities and other cognitive tasks that require timing and synchronization (Miendlarzewska & Trost 2014).

 In sum, various aspects of music education seem to play a role in enhancing a variety of cognitive skills that transcend even beyond the realms of music itself. The combination of auditory processing, motor coordination, and executive functioning makes learning an instrument a powerful means for enhancing overall brain development in children. These cognitive benefits are not confined to typically developing children but are particularly useful for children with mental health disorders who have difficulties in the very same fundamental cognitive abilities. 

It is true that the general benefits of music education in terms of cognitive and emotional development are well documented, but there is another important aspect of these benefits, specifically regarding the positive role that music education can play in the lives of children with developmental issues like autism. Autism Spectrum Disorder, further referred to as ASD, is a developmental disorder characterized by one’s incapacity to interact with others properly, to communicate both verbal and non-verbal, and to conduct repetitive behavior. Children with autism often face problems in the processing of sensory information and social contact, which can make traditional educational methods less effective for them. In such cases, music education has been found to provide a wide range of benefits due to the engagement of several senses and possible social-emotional development. Music lessons can turn out to be a therapeutic tool for children with autism. Research has suggested that music therapy has been effective in the acquisition of several skills in children with ASD, improving aspects of communication, social behaviors, and emotional regulation (Applewhite et al. 2022). Music acts as a valuable tool for learning since it presents some structured elements but is flexible, helping children learn to express themselves and connect with others. 

There are a variety of ways in which music learning can stimulate development in children with autism. For example, piano playing requires the integration of both hands to play the instrument, which in turn helps enhance motor skills and promotes bilateral integration, which is an area of development often delayed in children with autism (Applewhite et al. 2022). Music education also involves the brain in ways that are unlike any other area of study. Research has shown that active music production, such as through playing an instrument, activates parts of the brain implicated in sensory processing, motor control, and emotional regulation (Applewhite et al. 2022). For individuals with autism who may struggle to process certain sensory inputs or regulate their emotions, the structured context of music lessons can offer a predictable and non-threatening space in which to practice such skills. This will help a child with ASD to focus better and reduce anxiety, which can be heightened under unstructured or unpredictable circumstances.

Another valuable benefit is that music education can foster social contact among children with autism. Group musical activities-engaging in ensembles or group piano classes make children collaborate, listen to each other, and even communicate non-verbally. Such interactions are also very helpful in developing social interaction skills, since participants get to mimic very natural settings for the practice of turn-taking, eye contacts, and shared-attention skills that are usually problematic for children with ASD. Applewhite et al. (2022) further confirm this by citing studies where children with autism resulted in significant improvements in joint attention and social engagement following music therapy sessions.

In terms of more specific approaches towards music education, the piano is an instrument often said to be the most suitable for teaching children with autism. It creates clear auditory and visual feedback due to its unique characteristics in engaging multiple senses. It requires very little effort to generate a clear sound, lowering barriers to entry, and has a distinct visual pattern of black and white keys that provides a lot of perceptual clarity and uniformity. This helps to reduce ambiguity and helps children grasp musical concepts by engaging multiple senses. Since each key corresponds to a certain pitch, it makes it easier for learners to connect an action, such as pressing a key, with the sound it makes. Besides, the tactile experience of pressing keys reinforces motor skills and coordination, which can be areas of concern for children with autism. Due to these attributes, the piano is in an excellent position to further develop cognitive and motor development in children with autism, making it a powerful instrument related to therapeutic education.

Teaching piano to children with autism requires special consideration and respect for their particular needs and learning styles. One of the most important strategies to hold their attention and keep them engaged is to prepare a very structured learning environment. Children with autism often tend toward the predictable and the routine, so a rigorous and well-planned lesson format might help to alleviate anxiety and increase engagement. This could be made possible in the form of starting off every lesson with a familiar warm-up exercise for example, and then follow with a systematic step-by-step introduction to new material. It is also helpful to rely on available visual aids, which could be colorful sticky notes or keyboard stickers, to make it effortlessly easy for children with autism to understand the relationships across keys and notes and make the abstract nature of music tangible and accessible, and to reinforce it visually.

Another effective strategy is to use imitation-based learning, which leverages the strengths of children with autism in mimicking actions and sounds. Imitation is a fundamental way through which children with autism can learn new skills, including playing the piano. By observing and copying the teacher’s hand movements on the keyboard, children can develop their motor skills and enhance their understanding of musical concepts (Silarat 2022). This method also taps into the mirror neuron system, an aspect of social communication that many children with autism find challenging. For children with autism, who struggle with interpreting and responding to social cues, the mirror neuron system’s function is believed to be impaired or underdeveloped. Silarat (2022) explains that engaging this system through structured activities like piano lessons can help improve these skills. By encouraging children to imitate the teacher’s actions on the piano, lessons can activate the mirror neuron system. This activation is thought to enhance the child’s ability to understand and replicate observed behaviors, which is a foundational skill for developing empathy and social understanding.

Another critical feature in piano teaching to children with autism is to make sure that positive reinforcement is being used effectively. Since children with autism often act based on immediate, direct feedback, this generally becomes a very motivating way to encourage them to continue learning, through the praise of efforts and accomplishments. Sometimes this can be as simple as verbal encouragement, while in other instances, it can be much more systematized rewards, such as earning stickers or points for each task completed. Patience is always important, and one should take extra time to let children process instructions and practice new skills. Children with autism can be expected to require more repeat opportunities for practice compared to normally developing children.

Incorporation of technology can be useful too. There are plenty of interactive applications and tools related to digital pianos that might find learning less boring for an autistic child. These tools incorporate visual and audio feedback to help kids deduce whether they are playing the correct notes and rhythms. Technology in this respect can also provide personalized lessons that cater to each child’s unique interests and skills, perhaps helping the child become better motivated and focused in lessons.

The instructor also has an important role to play during the learning process. Instructors need to be flexible, observant, and responsive to the needs of each child. There is a need for teachers to establish themselves with their students, making sure that the setting is secure and supportive, so that the child feels safe and free enough to explore and make certain mistakes. It is necessary to learn the particular child’s own sensory preferences and susceptibilities; some may be more sensitive to sound or touching and require adjustment in volume or technique to feel comfortable. Piano lessons for children with autism can be a very helpful addition to their development, aside from their acquisition of musical skills, as it brings together structured routines, positive reinforcement, technology, and supporting teaching approaches. 

It is important to consider these strategies in order to effectively capture the benefits that can be stimulated in autistic children through piano lessons. Piano lessons are especially important to children who have autism because they are highly adaptable and are a perfect tool for promoting social communication and emotional regulation. According to Tsirigoti and Georgiadi (2024), music therapy, to which piano-based interventions also pertain, holds an important place in the improvement of the level of non-verbal skills relevant to communicative functioning in children with autism. Music therapy provides a peculiar medium for self-expression by children without the use of verbal language, which is very difficult for most individuals with autism. The structured piano lessons with emotional expression in music let the child explore feelings and develop a better sense of non-verbal cues, like facial and gestural awareness, which represent critical components in social communication.

There are benefits in many areas, since piano lessons could also facilitate joint attention and eye contact, both important aspects of difficulties in children with autism. Joint attention refers to the shared focus of two individuals on an object or activity, which is also a very important aspect in social interaction and communication (Tsirigoti & Georgiadi 2022). Piano lessons promote contact between the children and the instrument, and with an instructor, in ways that promote lengthened eye contact and shared attention, which is beneficial in establishing a base for even more sophisticated social contact and advancing the child’s capability to communicate with other people.

Further, most piano music is full of repetitions and rhythms, which might be, in themselves, soothing to an autistic child, as most of them happen to have hypersensitivity to certain stimuli. The predictability and repetition in piano lessons provides a non-threatening setting that could potentially reduce anxieties and this is said to be a critical benefit because it aids individuals with autism in focusing on what is before them. This can result in heightened learning and building more skills in the long run among children with autism.

After considering all of these insights, it is hard to argue against the benefits that piano lessons can provide to children with autism. Piano lessons are a very effective tool for helping children in general, and are especially valuable for children with ASD. Piano lessons establish an environment that is highly structured and the act of playing the piano can contribute to better cognition in areas like attention, memory, and coordination. The piano is a perfect medium to engage children due to the clear tactile feedback that comes from pressing keys and the visual patterns involved in its shape. These clarify information and reduce ambiguity, helping them connect actions to sounds. Piano lessons also support the development of cognitive as well as motor skills, and they stimulate social and emotional development as well, creating opportunities for socialization, eye contact, and joint attention. Lastly, there is a huge value in the fact that piano lessons can easily be adapted to the various needs of each individual child, making them flexible for the purposes of therapy and education. For all of these reasons, piano lessons are an extremely versatile and beneficial medium for learning, which makes them a perfect therapeutic tool for fostering the overall development of children with developmental challenges. Piano is a therapy, that not only helps children to develop, it also helps to recover those children who have different health, and mental problems. Having 25 years of experience of working with different kinds of children, emphasizes that the piano can be a recovery tool and an innovative way of helping the younger generation to create a better future.

References

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Miendlarzewska, E. A., & Trost, W. J. (2014). How musical training affects cognitive development: rhythm, reward and other modulating variables. Frontiers in neuroscience, 7, 279. https://doi.org/10.3389/fnins.2013.00279

Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1993). Music and spatial task performance. Nature, 365(6447), 611. https://doi.org/10.1038/365611a0

Silarat, C. (2021). Piano Lessons: Fostering Theory of Mind in ASD Through Imitation. International Journal of Disability, Development and Education, 69(1), 154–169. https://doi.org/10.1080/1034912X.2021.1947473

Thompson, B. M., & Andrews, S. R. (2000). An historical commentary on the physiological effects of music: Tomatis, Mozart and neuropsychology. Integrative physiological and behavioral science: the official journal of the Pavlovian Society, 35(3), 174–188. https://doi.org/10.1007/BF02688778

Tsirigoti, A., & Georgiadi, M. (2024). The efficacy of music therapy programs on the development of Social Communication in children with autism spectrum disorder: A systematic review. Education Sciences, 14(4), 373. https://doi.org/10.3390/educsci14040373