Category: Autism

20th Anniversary Stories: Bridging the Gap: Transitioning to Adulthood Through Music

Posted on by Lauren Carey

Bridging the Gap: Transitioning to Adulthood Through Music

As we enter our 20th year at Roman Music Therapy Services (RMTS), we’re pausing to celebrate the communities we’ve had the privilege of growing alongside. To mark this milestone, we’re sharing stories that reflect the real, human impact of music therapy across Massachusetts. 

Sophia’s Music Therapy Journey 

“Romp Bomp A Chomp, Romp Bomp A Chomp, Romp Bomp A Chomp,” Sophia sings as she enters the room for Young Adult Music Therapy Group. One of Sophia’s favorite artists is The Wiggles, and she looks forward to hearing this song every week with her providers, Collin and Sam.

Sophia initially began receiving virtual music therapy services as a teenager, but she and her family desired something in person that would allow her to engage more fully with others through music. That search eventually led them to Roman Music Therapy Services. Sophia now attends Young Adult Group with her peers from her group home, with music therapy being something she looks forward to each week.

Supporting Through Transitions 

Like many individuals with disabilities, turning 22 meant losing access to several support services that had been a part of her life and routine. Sophia’s mom, Linda, described the experience simply: “it’s like falling off a cliff.” For many families, this transition can feel daunting and overwhelming as they search for meaningful activities and supports in adulthood from therapies to day programs. Linda expressed, “Roman Music Therapy Services has been very important in filling those gaps,” adding, “it’s provided my daughter and her peers with a lot of stimulation, fun, and learning.”

For Sophia, music therapy is also an important way to communicate and express herself. Sophia is nonverbal and uses an augmentative and alternative communication (AAC) device. Linda remarked, “one of the things that I’ve really appreciated about the music therapists are that they have encouraged Sophia to bring her communication device.” Together with Sophia’s therapists and group home staff, they created a music therapy page within her device. This page allows Sophia to actively participate during sessions by including commonly used phrases and choices, such as how she is feeling, movements and instruments, and song choices. The collaboration between Sophia’s therapists and support staff helped to ensure that Sophia could fully engage in the group in a way that was authentic and meaningful to her. “It shows they’re really interested in individualizing her experience,” Linda said. “Even though it’s a group class, they’re still thinking about what will make it special for her.” 

Sophia’s love of music is evident in the sounds and phrases she shares. “They’ve totally gotten on board with the kinds of music Sophia likes,” Linda shared. The music therapists embrace her musical interests and incorporate them into sessions. By meeting Sophia where she is at musically, the music therapists create opportunities for connection, engagement, and joy. 

Impact Beyond the Session

Over time, Linda has noticed that the impact of music therapy extends far beyond the weekly sessions. Sophia often brings pieces of the experience home with her, including tapping her legs rhythmically. At first, Linda wasn’t sure what Sophia was communicating, but then one evening Linda attended a session and saw the group begin with the same leg-tapping activity. “That’s when I realized that’s what she was trying to tell me. She was thinking about music therapy,” Linda said. Moments like this show how meaningful music therapy has become for Sophia and how it continues to stay with her long after the session ends. 

For Linda, knowing that Sophia has this experience brings tremendous peace of mind. As Sophia grows into adulthood and spends more time in her group home community, it matters deeply to Linda that others get to experience the joyful, expressive parts of her personality. “It gives me comfort knowing she has this experience with other people,” Linda shared. “I want her to have a whole world.” Music therapy has become a part of her world. A place where Sophia can connect with peers, explore music she loves, and express herself in ways that feel natural and joyful.

As Roman Music Therapy Services celebrates 20 years of serving the community, stories like Sophia’s highlight the last impact music can have across the lifespan. From childhood through adulthood, music therapy creates opportunities for connection, communication, and shared joy. For Sophia and her family, those opportunities have made all the difference. Through every rhythm, vocalization, and familiar lyric, Sophia continues to find her voice in the music, one “Romp Bomp A Chomp” at a time. 

20th Anniversary Stories: Roman Music Therapy Services and the Lawrence School District 

Posted on by Lauren Carey

As we enter our 20th year at Roman Music Therapy Services (RMTS), we are reflecting on the partnerships that have shaped our work across the Massachusetts community. To mark this milestone, we’re sharing stories that reflect the impact of music therapy within the communities we serve. 

Eight Years in Lawrence 

Roman Music Therapy Services has partnered with Lawrence Public Schools since 2017. What began as a commitment to bring music therapy to students in Lawrence has grown into one of our most meaningful and enduring collaborations. For the 2025-2026 school year, RMTS provided services to over 1,200 students every week across the district. 

In January 2026, we conducted a survey to better understand what this work has meant to the people closest to it: the teachers, staff, and students who experience it every week. 

“Music Day is THE BEST Day” 

Reflecting on their experiences with music therapy, 97% of Lawrence School District staff reported being satisfied or very satisfied with RMTS services. But the numbers only tell part of the story. 

When we asked staff to describe the impact of music therapy in their own words, the responses were full of warmth and specificity, reminding us why this work matters. 

“Music Day is THE BEST day here at [our school]. Our music therapist[s] are prepared, joyful, and know each and every child. We ALL look forward to music.” –  Pre-K Staff Member, Lawrence Public Schools 

One Pre-K team summed up the spirit of their school’s music therapy experience in just three words: “School wide JOY.” It’s hard to imagine a better measure of success. 

What Teachers Are Seeing in Their Students 

Beyond the enthusiasm, teachers shared something even more meaningful: tangible changes in their students. Behavioral improvements, increased engagement, and new emotional skills were among the most commonly noted shifts. 

“The students are happy and able to take turns during the group time. This group provides them opportunities to appropriately take turns and also helps with expressing their emotions through music.” – Kindergarten Teacher, Lawrence Public Schools 

Teachers also described students who rarely engage in other parts of the school day becoming visibly present and participatory during music therapy sessions. For children who sometimes struggle to find their footing in a traditional classroom setting, music offers a different kind of entry point – and RMTS clinicians meet them there. 

Staff were particularly appreciative of the care and creativity RMTS clinicians bring to each intervention. Knowing each child by name, arriving prepared, and designing sessions around the real needs of each classroom – these are the details that build trust over time. 

Joy That Travels Beyond the Session 

Perhaps one of the most telling observations came from an elementary school staff member who noticed something simple and beautiful: 

“Our students LOVE music and share that joy throughout the day after each visit.” – Elementary School Staff Member, Lawrence Public Schools 

That’s the kind of ripple effect we hope for: music therapy that doesn’t stay contained in the session room, but moves through the school day, into conversations and interactions, into the way kids carry themselves when the music has ended. 

Twenty Years of This Work 

As RMTS marks 20 years of service, we are grateful for every community that has trusted us with this work, including the students and staff of the Lawrence Public School District. This partnership reflects what we believe music therapy can be at its best: consistent, creative, relational, and genuinely transformative for the people it serves. 

We look forward to many more years of music, growth, and “school wide JOY.” 

Autism Awareness Month

Posted on by Roman Music Therapy

autism awareness ribbonApril is Autism Awareness Month

Autism Awareness month was launched by activists and individuals with autism, to counter the negative language and imagery associated with the disorder. Autism is considered a spectrum disorder, with the severity of symptoms varying by individual. For some on the high functioning end of the autism spectrum, these symptoms may result in relatively mild challenges. For others with more severe symptoms, repetitive behaviors and lack of spoken language can interfere with everyday life.

The focus during Autism Awareness Month is on sharing positive, respectful and accurate information.

Exactly what is Autism?

Autism, or autism spectrum disorder (ASD), is a bio-neurological developmental disability that typically appears before the age of three in children. It affects the areas of language, communication, sensory processing, social interaction and motor skills. Some characteristics of ASD are social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors. Often other medical conditions and challenges accompany the basic symptoms of autism.

While there is no single cause or “cure” for autism, increased awareness and access to early intervention and other support services often lead to significantly improved outcomes. In some cases, the diverse symptoms of autism can be completely overcome.

In 2016, the Center for Disease Control and Prevention reported that the prevalence of autism had increased to one in every 68 births –  nearly twice the 2004 rate. Although autism is the fastest growing developmental disorder, it is also the most underfunded.

Music Therapy and Autism Spectrum Disorders

Individuals with ASD often respond positively to music. Considered to be a “universal language,” music can provide a bridge for those who have trouble expressing themselves or communicating. Due to the multisensory stimulation (auditory, visual, and tactile) of a music therapy session, music therapists can address a multitude of symptoms and behaviors.

Music stimulates both hemispheres of the brain, allowing a music therapist to use songs or instruments to support cognitive activity, building self-awareness and improving relationships with others. For individuals dealing with autism, personal interactions are often difficult, but by introducing an instrument into their therapy, they may first connect with the object and then open up to the therapist or group. Music serves as an alternative form of communication and expression.

Rock Out For Autism on April 29

Erin Savage is the frontwoman in the rock band SeaKing Heir, as well as an educator in the autism program of a private special education collaborative. SeaKing Heir is one of five bands playing at O’Brien’s in Lynn on Saturday, April 29th. Door funds from the concert will be donated to Roman Music Therapy Services to be used for music therapy scholarships for children with autism and other special needs. For more information about the event, see the SeaKing Heir Facebook page.

If you are a parent with questions about how music therapy could help your child, or an educator or program looking for more information, please contact us today!

Use of Music in the Applied Behavior Analysis Verbal Behavior Approach for Children with Autism Spectrum Disorders: An Article Review

Posted on by Roman Music Therapy

We recently came across a research article about the use music with Applied Behavioral Analysis Verbal Behavior and we wanted to share it with all of you.  We have been working with schools and classrooms that use Applied Behavior Analysis as a primary teaching strategy for many years, and although our experience has demonstrated that music therapy is a great supplement to the instructional methods, it is nice to see the music therapy literature supporting this collaborative effort as well.

The following information comes from the article entitled Use of Music in the Applied Behavior Analysis Verbal Behavior Approach for Children with Autism Spectrum Disorders by Hayoung A. Lim in Music Therapy Perspectives.

Applied Behavior Analysis (or ABA) is an approach used with children with Autism Spectrum Disorders (ASD) that has been used over 20 years.  This article focuses on using music therapy and Applied Behavior Analysis to increase language and communication skills. In the Applied Behavior Analysis all behaviors, including verbal behavior, contains three distinct parts:

  1. The antecedent – what causes the behavior, or events that lead up to a resulting behavior
  2. The behavior – the behaviors itself
  3. The consequence of the behavior – the result of a performed behavior.

(Lim  2010).

Using these three distinctions, the behaviorist establishes a pattern of circumstances resulting in specified behaviors.  ABA uses strong motivational variables, known as reinforcers, that alter behaviors to illicit desired behaviors. Reinforcers may be edible, allow for short controlled contact,  are easy to deliver and remove from the child, and can be repeated and given on multiple occasions.

In recent years, with the continuing development of Music Therapy in use with children on the autism spectrum, ABA  in combination with music therapy has proven successful in providing children with a multifaceted opportunity for growth. Music is inherently structural, which allows it to be a solid antecedent and strong reinforcement  for children with ASD (Lim 2010).  Music therapy addresses a variety of goals and objectives such as social skills, cognitive skills, behavioral skills, and language and communication skills. Using a variety of interventions, music therapy is flexible and capable of catering to each child on an individual basis.

Research suggests that children with ASD have shown preference toward musical stimuli (Lim 2010), this allows music to provide experiences that children with ASD will find useful as motivational variables, as Hayoung states in the article “Age appropriate and well-facilitated musical experiences can provide powerful motivational variables and ongoing reinforcing activities for establishing such rapport between peers.” Music may also function as an “automatic reinforcer” this means that the child may respond naturally to musical stimuli without prompting to obtain the desired behavior.

Within the ABA approach, Verbal Behavior or VB,  is used  to increase language and communication skills. With the use of ABA VB, language and communication is treated as a behavior that is capable of being altered, formed, and reinforced. In order to treat the behavior, it is also important to focus on the reason and context the child chooses to use the language they are using. Language and communication is reinforced by the environment in which the child lives as well as motivational tools. Within the realms of music therapy, ABA VB is reinforced by the natural structure of the music, providing children with clear and concise sequences and patterns.

In Lim’s article, the following conclusion was drawn:

“Pairing target verbal behavior with musical experiences establishes effective automatic reinforcement, and  it can increase the frequency of the communicative behaviors and social interactions in children with autism.”

It would seem that with evidence provided by Lim, the collaboration of ABA therapy and Music Therapy is a natural one. ABA therapy is and music therapy address the necessary goals, allowing a therapist to obtain measurable responses in a way that is functional, motivational, and most importantly, fun for the child.

Written by Channing Shippen, MT-BC

 

References:

Lim, H. A. (2010). Use of music in the applied behavior analysis verbal behavior approach for children with autism spectrum disorders. Music Therapy Perspectives, 28, 95-105.

5 Reasons Music Therapy is Great With Autism

Posted on by Roman Music Therapy

1. Music therapy is an individualized form of therapy that uses the strengths and abilities of a person to accomplish personal goals and meet personal needs.

2. Music therapy is flexible and able to work across multiple goal areas at once! Music therapy is able to address, communication, social, cognitive, emotional, motor/physical, and independent goals. Some parents have referred to music therapy as “one stop shopping!”

3. Music therapy can be both motivating and a positive reinforcer.

4. Music therapy is able to provide a personal experience for individuals and group members alike, incorporating preferred music into sessions, creating a deeper connection to the experiences.

5. Music therapy is Fun! Music therapy is individual in its approach, in that it allows a person to work in a way that is both self-expressive and goal oriented., making it seem like no work at all!

Music Connects

Channing Shippen MT-BC

 References:

Reschke-Hernandez, A. E. (2011). History of music therapy treatment interventions for children with autism. Journal of Music Therapy, 48(2), 169-207.

Allgood, N. (2005). Parents’ perceptions of family-based group music therapy for children with autism spectrum disorders. Music Therapy Perspectives, 23(2), 92-99.