Over the past 17 years, our program, Kid Pan Alley, has worked with more than 40,000 children, writing songs in schools across the country, including special education.
These kids have created over 2,700 songs, some of which have been recorded by top entertainers like Delbert McClinton, Sissy Spacek, Amy Grant, Kix Brooks, Suzy Bogguss, and more. One of these songs was even nominated for a Grammy.
The power of music in special needs education
We had the opportunity to reach another group of creative children – kids with autism who are nonverbal. This week-long songwriting program took place at Ridge Ruxton School in Baltimore, where all the children were profoundly impacted by multiple disabilities.
We knew that writing a song with kids who don’t speak would be a challenge. It forced us to listen on a much deeper level. We knew the kids had a story to tell, but not always a way to tell it.
Writing songs with nonverbal children
Our goal is always to capture hopes and dreams in song. Each of the five songs we wrote with these students reflected their ideas and how they see the world.
Of course, the question is how to get meaningful, authentic participation in the songwriting process from kids without our normal method of communication – words. Fortunately, we had some previous experience with this, having done several other programs in similar special schools.
Some of the kids had communication devices. They could tap a picture and it would speak the word. A couple could type a bit and their device would say what they had typed.
Others could just squeeze your right hand for a “yes” and your left hand for a “no.” Some had some basic sign language, and with others, you just had to look into their eyes and figure it out.
Using communication devices
We partnered each child with a neurotypical peer from a nearby school. These peers helped interpret what their partners were trying to communicate. They bonded, hugged, and developed a compassion unusual in children of that age. It was beautiful to watch.
We worked with pictures. The staff had chosen themes for each class and we made small cards with pictures of words that related to those topics. We even had a Romeo and Juliet theme!
The children would select cards related to the topic, and we’d start by writing a section using the words from those cards. Every idea received a yes/no vote.
Gradually, a verse or chorus took shape. One of the peers would read the first line. We’d clap the rhythm. The peers would hold their friends’ hands and clap with them.
Collaboration between neurotypical and autistic children
With our hands, we’d show them the pitches for the line they had spoken by moving our hands up and down in the air. When we speak, we are really singing to each other – we speak in rhythm and on pitch.
In song, we just amplify the arc of the spoken melody – perhaps going up a bit higher or lower, or stretching out a rhythm.
Finally, we’d ask someone to sing it. Sometimes the melody came perfectly formed from one of the peers. Other times, one of the children with autism would make a sound – a cry of excitement, a laugh, and we’d use that in the melody.
Line by line, we’d write more verses, a chorus, and even sometimes a bridge until the song was complete. The Romeo and Juliet song was particularly challenging. But, eight verses later, we had our song.
Giving voice to nonverbal kids
At schools like this, the students start at age four and graduate in their early twenties. Two of them were graduating. We wrote their song, “I Know You Must Be Sad to Leave,” with the Sign Language Chorus. It’s really moving.
At the end of the week, we had two concerts – an afternoon for all 200 students at the school and an evening performance for their parents. We wanted them to have meaningful participation in the performance.
We programmed arpeggios into my iPad, and as they touched different places on the screen, my colleague on French Horn and myself on guitar improvised with them. They introduced the songs with their communication devices and they all came on stage for our “Best Friends” song at the end.
I looked over at the kids and saw the joy and excitement on their faces. I’d look at their parents in the audience, many of whom were weeping, and I’d think just how lucky I am to be able to do this work—to give a voice to those who don’t have one.
This article was featured in Issue 53 – Working Toward The Future
FAQs
Q: Can a nonverbal child become verbal?
A: Yes, some nonverbal children, especially with early intervention and therapies like speech therapy, can develop verbal communication skills over time. However, progress varies greatly depending on the individual and their unique circumstances.
Q: Why do autistic children love music?
A: Autistic children often love music because it provides sensory stimulation, a predictable structure, and an emotional outlet that may feel soothing and enjoyable. Music can also offer a way to express themselves without the need for verbal communication.
Q: Does music help with speech?
A: Yes, music can help with speech development by engaging the brain in ways that enhance language processing, rhythm, and memory, often making it easier for individuals to practice and improve verbal communication. Music therapy is commonly used to support speech development in autistic children.
Q: Can a child grow out of non-verbal autism?
A: Some children with non-verbal autism may develop verbal skills as they grow, especially with appropriate support and interventions, but not all will become fully verbal. Autism is a lifelong condition, and the level of communication varies greatly among individuals.
References
Silverman, M. J. (2008). Nonverbal Communication, Music Therapy, and Autism: A Review of Literature and Case Example. Journal of Creativity in Mental Health, 3(1), 3–19. https://doi.org/10.1080/15401380801995068
Geretsegger M, Fusar-Poli L, Elefant C, Mössler KA, Vitale G, Gold C. Music therapy for autistic people. Cochrane Database of Systematic Reviews 2022, Issue 5. Art. No.: CD004381. DOI: 10.1002/14651858.CD004381.pub4. https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD004381.pub4/full
Mayer-Benarous, H., Benarous, X., Vonthron, F., & Cohen, D. (2021). Music therapy for children with autistic spectrum disorder and/or other neurodevelopmental disorders: a systematic review. Frontiers in psychiatry, 12, 643234. https://www.frontiersin.org/articles/10.3389/fpsyt.2021.643234/full?s2=P1136618603_1683331208794178751&ref=augmentive.ghost.io
Erdem, R. (2017). Students with special educational needs and assistive technologies: A literature review. Turkish Online Journal of Educational Technology-TOJET, 16(1), 128-146. https://eric.ed.gov/?id=EJ1124910
