Intervention in the classroom: music therapy and aspergers syndrome.

Abstract

This article aims to show the music therapy intervention that has been carried out with a student with Asperger's syndrome within a
Primary Education center and his evolution in different areas:
Social field: checking the improvement or the difficulties that are added in his relationship with the rest of the students or his attitudinal development in the different social contexts that occur inside the school environment.
Personal scope: overcoming situations that make him uncomfortable.
Emotional domain: controlling and identifying some of his emotions.
Resources of both passive music therapy and active music therapy have been used, with the aim of reducing stress, being able to
self-regulate anxiety and to work on his relationship skills. Despite the creation of preferential centers in the schooling of students
with generalized developmental disorders whose aim is inclusion from the school environment, in this case, the intervention takes
place in the ordinary classroom.