The impact of fostering relationships through music within a special school classroom for students with autism spectrum disorder: an action research study

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McFerran, K. S., Thompson, G., & Bolger, L. (2015). The impact of fostering relationships through music within a special school classroom for students with autism spectrum disorder: an action research study. Educational Action Research, 24(2), 241-259. https://doi.org/10.1080/09650792.2015.1058171

Publication date: 31 Jul 2015 Added to AutiHub: 6 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
3
Publication authors identified as autistic
1 / 3 (33.3%)
  1. Katrina Skewes McFerran
  2. Grace Thompson *
  3. Lucy Bolger

Abstract

Educational Action Research Music therapists have been working in special education contexts for many decades, utilising research and case studies to inform practice. Growing interest in the link between the creative arts and well-being has led music therapists to consider what aspects of their knowledge others could feasibly appropriate in the school system. An action research approach was utilised to explore this question, grounded in partnerships between university-based music therapy researchers and staff at a school for learners on the autistic spectrum. Five cycles of planning, action, observation and reflection framed the collaborative partnership, with a music therapist acting as consultant to explore how music could be used across the school day. The greatest shift evidenced through qualitative and quantitative analysis was in the area of relationship building. Rather than seeing music as a tool that supports the acquisition of specific skills, the professionals and students in the school came to understand that music could be a meaningful part of their encounter with one another. This is congruent with music therapy research findings that also emphasise the ways music can be used to motivate, evoke and elicit meaningful responses from young people. Some limitations were identified in the sustainability of music practices in the school, particularly when other parts of the school culture were changing.

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These indicators describe the cited bibliography imported for this publication. Cited-reference metrics use the cited-reference total as denominator. Cited-author metrics state whether they use all cited-author occurrences or only occurrences linked to authors already integrated in the AutiHub database. They use cached links between cited authors and authors integrated in the AutiHub database. Last computed: 16 Aug 2026 11:31.

Cited references
61
Total cited references integrated for this publication.
Cited references with an identified autistic author
4 / 61 (6.6%)
Cited author occurrences identified as autistic
4 / 89 (4.5%)
Among occurrences linked to AutiHub author records: 4 / 18 (22.2%). Distinct cited authors identified as autistic: 1 / 70 (1.4%).
Cited author occurrences linked to AutiHub author records
18 / 89 (20.2%)
Distinct linked cited authors: 6 / 70 (8.6%)
Linked cited-author occurrences not identified as autistic
14 / 18 (77.8%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 14 / 89 (15.7%). Distinct linked cited authors not identified as autistic: 5 / 6 (83.3%).
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