Effects of Music-Based Interventions on Enhancing Vocalizations in Children with Communication Delays

Keshyra Williams^*

• The Chicago School of Professional Psychology, Chicago, United States

This study employed a single-case experimental design with an embedded multi-element design to systematically investigate the effects of three music-based interventions—interactive music playing ("music and singing"), interactive music singing ("singing"), and receptive music ("listening")—on vocalization frequency in four children (ages 4–8) diagnosed with communication delays, including Autism Spectrum Disorder (ASD). Drawing from the Applied Behavior Analysis (ABA) framework and extending the work of Attar et al. (2022), this research utilized video analysis to measure the frequency of intraverbal vocal responses during alternating intervention sessions. Participants were recruited from local educational and developmental clinics, with baseline vocalization abilities assessed using their Individualized Education Program (IEP) or 504 Plan. Basic findings demonstrated a significant, functional increase in vocalization frequency across all participants compared to baseline. The interactive music playing condition consistently produced the most substantial gains, suggesting that integrating instrumental play and singing is highly effective. These findings confirm the potential of music-based interventions for promoting verbal expression in children with communication delays and ASD, providing a foundation for developing more targeted, engaging interventions within early childhood settings.