Study shows drumming improves movement control and social interaction in autistic children
Drumming for 60 minutes a week can benefit children diagnosed with autism and help them learn better at school, according to a new scientific study.
The project, led by the University of Chichester and University Centre Hartpury, showed students’ ability to follow their teachers’ instructions improved significantly with drumming. It also enhanced their social interactions.
Research involved pupils from Milestone School in Gloucester who took part in a ten-week drumming programme comprising two 30-minute sessions each week. Observations of the weekly lessons also highlighted significant improvements in dexterity, rhythm and timing.
A range of positive changes in behaviour within school environment, which were observed and reported by teachers, such as improved concentration and enhanced communication with peers and adults
Lead researcher Dr Marcus Smith, a Reader in Sport and Exercise Physiology at University of Chichester, said: “This is a unique and remarkable research project that has demonstrated the positive impact on a pupil’s health and wellbeing following rock drumming practice. Rock drumming as a potent intervention for individuals experiencing brain disorders, such as autism, is fascinating and I am delighted that it builds upon the pioneering work undertaken by colleagues from the Clem Burke Drumming Project.”
Class teachers evaluated behavioural changes within the classroom across the ten-week drumming intervention, with preliminary evidence highlighting positive outcomes. Each lesson was delivered by drumming tutors using electronic drum kits provided by charities in Gloucestershire.
Preliminary results showed:
- A vast improvement in movement control while playing the drums, including dexterity, rhythm, timing.
- Movement control was also enhanced while performing daily tasks outside the school environment, including an improved ability to concentrate during homework.
- A range of positive changes in behaviour within school environment, which were observed and reported by teachers, such as improved concentration and enhanced communication with peers and adults.
The focus of the sessions, held at an agriculture classroom at Hartpury, was on learning and having fun while playing to popular songs. An in-depth explanation of key findings related to changes in social, behavioural, and motor control will be reported following the completion of on-going data analysis.