How does the music therapy approach increase the verbal and non-verbal interactive skills of students with moderate or severe autism in a classroom structured class? Can prescribed use of music by a qualified individual result in positive changes in the psychological, physical, cognitive, or social functioning of people with health or educational problems? If so, how can this improve the quality of life of autistic students later in life. Music therapy has been shown to be an adequate mediation for autism-related emotional awareness deficits. According to Zoller, "using music with children can expose them to a multisensory experience that improves many skills and impacts their speech and language development." (p. 273) And I believe that music can be considered a universal language, because the cognitive components are responsible for a non-harmful environment and music can help integrate the social and academic progress of any individual. In 1990, the United States Congress renamed the Individuals with Disabilities Education Act the Individuals with Disabilities Act (IDEA, PL 101). -476). One of the changes made by the new law included the addition of autism to the list of disabilities that qualify a student to receive special education services in a public school (Armstrong & Darrow, 1999). Bunton-Pierce and Dunlap (1999) classified autism as a developmental disorder, which affects a person's ability to communicate verbally and nonverbally, whether it is understanding language, playing, or interact with individuals. Leo Kanner diagnosed autism in 1943. Kanner estimated that autism occurs in approximately four out of ten thousand children (Kanner, 1943). Autism is "the second most common developmental disorder... even more common than Down sy...... middle of paper ...... movements." This shows us that music therapy can be effective with children in distinguishing emotions of recognition. It is possible that a core music module could greatly aid in the recognition of emotions such as happiness and sadness in a musical context. It may not be the most powerful for strengthening recognition of other emotions, so other forms of musical intervention may need to be incorporated to show progress in therapy. Therapeutic relationships between two people and coding a certain tone or tone during sessions could have several benefits rather than simply promoting emotion recognition. We might see long-term effects, such as promoting multisensory experience by synchronizing sensory neurons that mark suboptimal functions in autism. In the long term, use brain imaging tools to track sensory neurons to understand the effects of music therapy.