Introduction: The literature indicates that children with Autistic Spectrum Disorder have impairments in
communication and social interaction. From a neurological point of view, individuals with ASD have a
different functioning, with changes in areas such as the cerebellum, orbitofrontal cortex and the mirror
neuron system.Studies highlight that music and its elements such as rhythm, melody and harmony
stimulate those same brain areas via stimuli. Objective: This study aims to describe how Musicalization
can benefit individuals with ASD regarding the reduction of the signs of autism and language difficulties,
socialization, occurrence of stereotypies, psychomotor, sensory and educational aspects of the subject
target. Materials and methods: An individual assessment in the form of semi-structured questionnaire
comprising the historical aspect of the overall development was carried out in order to understand what
individual and more evident difficulties were. Then, groups of one to three students were formed and
proposed activities with visual cards, body image, animal sounds, traffic rules, media and transportation.
The classes took place on a weekly basis and lasted 50 minutes each, and a musician and two psychology
students formed the team. Results: After the beginning of Musicalization humor, creativity, memory,
imagination affection and language improvements were observed.The activity gains recovered the
creative potential of each one, and strengthened personal fulfillment and self-esteem, presenting
improvements in imitating body movements, synchronization and facial expressions of emotions. Twentythree children were seen in 11 months. Discussion and Conclusion: The results show that the use of music
facilitated the process of learning through structured activities which were based on the premise that the
music must be present simultaneously with the material to be widespread, becoming thus a teaching
means of transmitting the information.

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