Effectiveness of Music Lessons in Enhancing Social Skills and Motor Skills in Children with Autism Spectrum Disorder: A Systematic Literature Review

Music-based interventions have gained increasing attention as effective approaches for supporting social and motor development in children with autism spectrum disorder (ASD). This synthesis literature review examined the effectiveness of music-based interventions in enhancing social skills, motor skills, and engagement outcomes among children with ASD. Guided by the PRISMA 2020 framework, a systematic identification and screening process was conducted, resulting in the inclusion of nine peer-reviewed journal articles published between 2021 and 2025. A qualitative thematic analysis was employed to integrate findings from participant observations, parental perspectives, therapist reflections, and descriptive intervention data across the selected studies. Three overarching themes emerged: enhancement of social interaction and communication, development of motor skills through embodied musical engagement, and increased engagement, attention, and emotional regulation. The reviewed studies indicated that interventions such as piano instruction, improvisational music therapy, Orff-based approaches, and technology-assisted music programs contributed to improved social responsiveness, motor coordination, and sustained participation in children with ASD. Parental involvement and adaptive intervention delivery further supported positive outcomes. Overall, the findings highlight the value of music-based interventions as engaging, flexible, and developmentally appropriate strategies for supporting multiple developmental domains in children with ASD, and emphasize the need for continued qualitative research to explore long-term impacts and implementation practices.