Integrated parent-child music classes for preschoolers with and without autism: Parent expectations and experiences.

Researchers studied families with autistic and typical children attending music classes together. Parents joined mainly for their child's love of music and to help them socialize. Unexpectedly, parents felt better emotionally and connected more with other parents during classes. They also learned new ways to interact with their children through musical activities. These positive experiences may help families participate more in community activities.

This mixed-methods study examined parent-child music classes for autistic and neurotypical preschoolers (n=61 families) over 12 weeks. Parents' primary motivations were children's music interest and socialization opportunities rather than parent-focused benefits. However, momentary ratings revealed music classes supported parental affect regulation and social connection with other parents both within sessions and across the program. Post-program interviews confirmed these experiences and highlighted parents learning new strategies through musical activities.

Since parental emotional experiences, community relationships, and parenting confidence correlate with increased community participation, integrated music classes may enhance participation and satisfaction with community experiences for neurodiverse families.

Integrated music programs may offer dual benefits - direct child engagement plus indirect parental support through improved affect regulation, social connections, and parenting strategies. These parent benefits may enhance family community participation beyond the program itself.

Sample size not clearly reported. Study design unclear. Limited information about specific behavioral outcomes for children. No control group mentioned. Unclear how findings generalize beyond this specific music program format.

Integrated recreational programs designed to support neurodiverse children and their families are important vehicles for community participation. In this mixed-methods study, we investigated the mechanisms by which parent-child music classes for autistic and neurotypical children can support community participation. Parents of autistic (n = 33) and typically developing (TD; n = 28) preschoolers were interviewed about their expectations for and experiences of participating in a 12-week psychoeducational parent-child music program. Parents completed ratings of momentary affect and social connection, and researchers coded children's behavioral engagement during classes at multiple time points throughout the program.

Primary motivations for enrolling in an integrated music class included children's interest in music and opportunities for child socialization. Parent-focused reasons were less frequently endorsed as primary motivations for participation. Yet, momentary ratings indicated that music classes supported parents' affect regulation and social connection with other parents at the level of individual classes and across the program. These in-class experiences were echoed by interviews following program completion, which additionally highlighted the use of new parenting strategies through the musical activities.

Since parental emotional experiences of activities, supportive community relationships, and parenting confidence are all linked with increased community participation, integrated music classes may support participation and satisfaction with community experiences.