Musical activities and cognitive development

Inclusive strategies for students with ASD and ADHD.

Authors

  • Álida Romênia de Sousa Moreira
  • Adeline Annelyse Marie Stervinou

Keywords:

Inclusive music education, cognition, attention, memory, ASD and ADHD

Abstract

Research Question/Problem

The increasing number of students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) in Brazilian schools has challenged educators to develop inclusive pedagogical practices capable of meeting the cognitive and socio-emotional needs of these students. Among the most recurring difficulties are those related to the cognitive functions of attention and memory, essential skills for learning, organizing activities, and self-regulating behavior (Luria, 1981; Barkley, 2008; Baddeley, 2000). In parallel, research in musical cognition indicates that musical practice mobilizes neural networks related to attention, memory, and self-regulation (Rocha & Boggio, 2013; Meirelles, Stoltz & Lüders, 2014).

In inclusive music education, Louro (2015) highlights that music teaching considers the particularities of human development and different learning styles, requiring educators to adopt an interdisciplinary approach integrating pedagogical, musical, and cognitive knowledge. Furthermore, music is recognized by the Brazilian National Common Curriculum Base (BNCC) as an artistic language capable of mobilizing sensitivity, thought, emotions, and subjectivities in the educational process (Brazil, 2017). In this context, the following research question emerges: how can specific musical activities contribute to the development of cognitive functions (attention and memory) and promote the school inclusion of students with ASD and ADHD?

Objectives

The overall objective is to investigate the benefits of specific musical activities in promoting cognitive development (attention and memory) and school inclusion of students with ASD and ADHD. Specific objectives include identifying musical strategies that stimulate cognitive functions such as attention and memory; analyzing how musical activities can promote the inclusion and socialization of these students; and reflecting on musical pedagogical practice as a promoter of human development.

Method

Overwrite the text here. This research, linked to the Professional Postgraduate Program in Arts at the Federal University of Ceará, is ongoing and is characterized as qualitative, based on the observation technique as the main data collection procedure (Teixeira, 2015). The investigation will be carried out with neurodivergent students, aged between 7 and 14 years, participating in singing and recorder classes at the Pompílio Ciríaco de Sousa Municipal School of Early Childhood and Elementary Education, where the researcher works as a music teacher.

Data will be collected through systematic observations of interactions and behaviors during musical activities, recorded in observation sheets, questionnaires, field diaries, and audiovisual recordings. Pedagogical interventions include musical games, rhythmic sequences, and collective singing and flute practices, aimed at stimulating attention, memory, and social interaction.

Expected results

It is expected that evidence of improvement in attention and memory performance will be identified in students with ASD and ADHD. Furthermore, greater engagement in school activities, strengthened socialization, and a greater sense of belonging to the group are anticipated. The study aims to contribute to the systematization of pedagogical strategies applied to music in the construction of inclusive educational practices.

Considerations

Music, when used intentionally and in a structured way within an educational context, can act as a mediator for cognitive development and school inclusion, demonstrating its potential as a transformative pedagogical practice in the context of diversity.

Author Biographies

Álida Romênia de Sousa Moreira

Álida Romênia de Sousa Moreira has been a music teacher for 15 years.
Music therapist trained by Graduale with professional registration at the Association of Music Therapy CPMT-CE 079-25. Holds a Master's degree in Education Sciences from IBRATEP,
post-graduate studies in Art and Music Teaching and in School Management from Faculdade UniBF,
graduate degree in Music Education from the State University of Ceará. Currently

she is pursuing a Professional Master's degree in Arts at UFC. With 15 years of experience in the field of Arts,
with an emphasis on Music. Author of the book "Music in the Construction of the Human Being"
published by Novas Edições Acadêmicas in 2018. She volunteered at CAPS as a
Teacher and Choir Director at CAPS. She worked at the Paracuru Senior Citizens' Home as the
Conductor of the Senior Citizens' Choir. She was a Music Teacher at PJR College and a Singing Teacher for Early Childhood Education at the Educandário de Paracuru-CE School. She was the conductor of the children's choir and a beginner flute teacher at Casa das Artes. Currently, she is a singing and flute teacher at the M. E. I. F. Pompilio Ciríaco de Sousa School in the municipal network of Paracuru-CE. She is a beginner flute teacher in sector E, and teacher/conductor of the Children's Choir of Paraipaba-CE, and works as a music therapist at Clínica Integra in the city of Paracuru-CE. In addition to acting in some inspiring Disney productions at AtProduções and singing in the ADPworship group and the Cantata group.

Link to Lattes curriculum: http://lattes.cnpq.br/5688085161972721

Adeline Annelyse Marie Stervinou

Adeline Stervinou é bolsista de Produtividade em Pesquisa do CNPq (PQ
2). Possui graduação em Música (área Educação Musical e Musicologia, 2004), mestrado em
Música (área Estudos Modernos e Contemporâneos - Criação Musical, 2006), doutorado em
Música (área Musicologia, 2011), todos pela Universidade de Toulouse II, Le Mirail na
França. Professora adjunto da Universidade Federal do Ceará (UFC) Campus de Sobral,
atuando no Curso de Música-Licenciatura e nos programas de Pós-graduação Mestrado
Profissional em Ensino das Artes (PROFARTES/CAPES) e Programa de Educação da UFC.
É líder do Laboratório em Cognição e Música e vice-líder do Grupo de pesquisa em
Educação Musical (PESQUISAMUS) onde desenvolve pesquisas sobre as funções cognitivas
aplicadas à música, o ensino coletivo de instrumentos musicais e sobre o engajamento
musical transformativo dos jovens. É pesquisadora associada da Equipe Mista de Pesquisa
em Literatura, Letras e Artes (LLA Creatis) da Universidade de Toulouse Jean-Jaurès
(França). Maestrina da Orquestra Sinfônica da Universidade Federal do Ceará em Sobral
coordena diversos projetos de cultura artística, como os Festivais Internacionais de
Orquestras Jovens EUROCHESTRIES Detentora de diversos prêmios dos Conservatórios
franceses de Rodez e Toulouse, sendo três primeiros prêmios em flauta, em música de câmara
e em percepção musical é frequentemente convidada para atuar como professora e regente em
festivais nacionais e internacionais de música. Foi pesquisadora convidada no laboratório
internacional de Pesquisas sobre cérebro, música e sons (BRAMS) no departamento de
Psicologia da Faculdade de Artes e ciências da Universidade de Montreal (Canadá)
desenvolvendo o projeto "Processos cognitivos envolvidos na comunicação visual do regente
de orquestra" em colaboração com a Professora Isabelle Peretz.
Link para currículo lattes: http://lattes.cnpq.br/1689672229752930

Downloads

Published

2026-07-13

Issue

Vol. 1 (2026): Anais do V Encontro de Cognição e Artes Musicais

Section

Oral Communication

Categories