Synchronicity in improvisational music therapy: Developing an intersubjective field with a child with autism spectrum disorder

Introduction: For children with severe autism spectrum disorder (ASD) intersubjective relating through interactional synchronicity is challenging. However, in a case of improvisational music therapy (IMT) with a 5-year-old boy with severe ASD several moments of synchronicity occurred. The following study aims to characterize the phenomenon of synchronicity as it occurred in the case, and to interpret the intersubjective meaning of the synchronicity. Method: Explorative microanalyses of videotaped IMT sessions were conducted within an interpretivist theoretical framework to investigate the phenomenon of synchronicity. Literature from the field of developmental psychology, ASD and music therapy was reviewed in order to interpret the intersubjective meaning of the occurring synchronicity. Results: Three types of synchronicity were identified: Synchronicity type one (initiated by the music therapist), synchronicity type two (co-creation of a shared rhythmicity between child and therapist) and synchronicity type three (initiated by the child). The three types of synchronicity worked on different levels of intersubjective relating. Discussion: Participation in interactional synchronicity may be reachable within the frame of IMT for a child with severe ASD, because it is facilitated by the inherent property of pulse in music and the way IMT reinforces the intersubjective dynamics of early interplay. A clinical focus on synchronicity can provide an arena for the child to show hitherto unseen resources and participate in synchronous interactions fundamental to further development. The benefit of an interdisciplinary approach to such work is highlighted, as is the need for further research on the topic.