Piloting Therapeutic Drumming with Autistic Children: Effectiveness and Feasibility.

This small study tested a 6-week drumming program with 10 autistic children aged 2-6. The children showed improvements in social relationships and some classroom behaviors like responding to teachers and managing transitions. Teachers found the program practical to run. However, this was a very small pilot study, so more research is needed to confirm these positive results.

This pilot study examined a 6-week therapeutic drumming intervention for 10 autistic children aged 2-6 years in early childhood classrooms. The intervention targeted social and personal participation components. Pre-post assessment using the Social and Personal Relationship Scale (SPRS) and Behavior Assessment System for Children, Third Edition (BASC-3) showed significant improvements across all SPRS components and two BASC-3 subsections (response to teacher and transition movement). Facilitator feedback supported the intervention's feasibility.

However, researchers identified misalignment between BASC-3 language and neurodiversity-affirming practices as a limitation. The study provides preliminary evidence for therapeutic drumming effectiveness but requires further investigation with larger samples and more appropriate outcome measures.

Preliminary evidence suggests therapeutic drumming may support social relationship development and classroom behaviors in young autistic children. However, the very small sample size and pilot design mean these findings require replication in larger, controlled studies before clinical recommendations can be made.

Very small sample size (n=10) limits generalizability. Misalignment between BASC-3 language and neurodiversity-affirming practices identified by researchers. No control group reported. Pilot study design provides preliminary evidence only requiring further investigation with larger samples.

This study measured the effectiveness and feasibility of therapeutic drumming for autistic children, targeting the meaningful occupational components of authentic social and personal participation of children. A 6-week therapeutic drumming intervention was implemented interprofessionally in two early-childhood classrooms with ten autistic children ( = 10), ages two through six. Two outcome measures were completed pre- and post-intervention: the Behavior Assessment System for Children, Third Edition (BASC-3), the Social and Personal Relationship Scale (SPRS). Descriptive statistics on pre- and post-intervention mean scores were generated and Wilcoxon signed rank tests were used to determine the areas where mean score changes were statistically significant.

Significant differences were found between each component of the SPRS, and on two BASC-3 subsections (e.g. response to teacher, transition movement). Misalignment between language on the BASC-3 and neurodiversity affirming practice was identified as a notable limitation of the study. Feedback collected from lead facilitators regarding efficacy and implementation feasibility was collectedinterview following the program. The implication of this pilot study provides preliminary evidence supporting the effectiveness and feasibility of therapeutic drumming, which must be further explored.