Effects of pitch, rhythm, and accompaniment on short- and long-term visual recall in children with autism spectrum disorders

The purpose of the study was to examine paired associate effects of speech, rhythm, pitch, and accompaniment on short- and long-term recall of visual information in children with ASD and in neuro-typical children. The principle investigator (PI) collected phase one data (n = 42 children with ASD) during three separate one-week summer camps and phase two data (n = 14 neuro-typical children) during an academic year at a local religious institution. Participants received the seven-item visual stimuli paired with one of four music conditions (speech, rhythm, pitch, and accompaniment). The PI tested participants in both short- and long-term conditions. Results for phase one were statistically significant for term, with more accurate recall during the short-term phase. Although there were no significant between-condition differences, short- and long-term recall were most accurate during the accompaniment condition and least accurate in the speech condition. Regardless of condition, participants had better recall during sequential positions of primacy and recency. Neuro-typical participants had higher mean recall across all four conditions and two terms than participants with ASD. When delivering visual information to children with ASD, clinicians might consider pairing it with music to facilitate recall. Implications for clinical practice, limitations, and suggestions for future research are provided.

► Children with ASD and neuro-typical children engaged in a visual memory task.
► Each participant received one condition (speech, rhythm, pitch or melody) per day.
► Results for children with ASD were statistically significant for term.
► Recall was best in harmony condition during both long- and short-term measurements.
► Mean recall was higher for music conditions than it was for the non-music condition.