Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

School of Music

First Advisor

Scott Price

Abstract

This study investigates parental attitudes and expectations regarding piano study for children with Autism Spectrum Disorder. Although music has been recognized for its therapeutic and educational benefits among individuals with ASD, research examining these outcomes from the perspective of parents has been limited. This study focuses on in-depth interviews with nine parents of children with ASD enrolled in the Carolina LifeSong Initiative, a specialized piano program serving students with diverse developmental disorders.

The interviews explored parents’ motivations for initiating piano study, expectations for both musical and non-musical outcomes, and observations of their children’s growth and challenges through music. Parents reported that piano lessons contributed to their children’s independence, focus, fine motor development, and selfconfidence. Many respondents also emphasized the importance of individualized teaching approaches, patience, and specific activities included in the lesson content. Reported challenges included limited availability of trained instructors, financial barriers, difficulty maintaining consistent schedules, and the need to accommodate sensory and behavioral needs.

The findings highlight the value of inclusive piano education for children with ASD, the importance of specialized instructional practices, and the need for stronger

partnerships between teachers and families. By centering on parental insights, this research offers practical implications for improving inclusive piano instruction and program design.

Rights

© 2025, Lin Zhong

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