Date of Completion


Document Type

Research Project

Degree Name

Grade 12


Autism Spectrum Disorder, Music Intervention, Classical Music, Children’s Music, Cognitive Learning Process


Music therapy is a known practice, especially in the field of psychology and rehabilitative sciences. Music has shown promise as an intervention for children with autism as it facilitates effective communication (Gfeller, 2022), which is a common struggle for ASD children (Nelson et al., 1984). This study seeks to (1) determine the effect of music on the cognitive learning process of children with autism spectrum disorder as perceived by teachers and therapists in terms of their motor skills, executive functions and perception, capacity to learn and critical thinking, application of knowledge, language, and communication, and (2) identify the effects of using classical music and children’s music on the cognitive learning process of children with autism spectrum disorder when utilized in their music therapy. This cross-sectional quantitative study involved the participation of the St. Miguel Febres Cordero Neurodevelopmental Center’s teachers and therapists as they filled out a questionnaire that was adapted from the 5-I5R Questionnaire and Evaluation. This aided in assessing the behavior of the ASD children they handle in their classes as they go through a series of observation periods involving the absence and presence of classical and children’s music. Upon scrutinizing the data collected, the statistical analysis showed that Children’s Music has a moderately significant impact on the children’s executive functions and perception, as well as their capacity to learn and critical thinking. Additionally, classical music also has a significant impact on children’s application of knowledge.

First Advisor

Myra Michelle M. Mojica