Music intervention as system: Reversing hyper systemizing in Autism Spectrum Disorders to the comprehension of music as intervention

his paper seeks to combine the notion of the empathising-systemising (E-S) theory and the resulting twist from the executive dysfunction theory in autism spectrum conditions in light of music intervention as system.
To achieve these points it will be important to re-visit, nonetheless briefly, the above mentioned theories and re-define music intervention in view of these. Our understanding of autism in light of impaired neuropsychological functions, calls for alternatives in the improvement of quality of life for these individuals, moving away from still more disabling pharmaceutical intrusions. Music intervention offers this alternative through its multifaceted cognitive stimulation, lacks however a unified and applicable model. Against this backdrop there is the need to adjust the executive dysfunction theory to a theory of dysfunctioning executive functions (dEF) to understand music intervention, E-S and the mentioned dEF. This in turn allows an insight into the cognitive workings of music on the autistic spectrum.
These notions - based on case reports of both clients and therapists as-well as systematic literature reviews - will create a different understanding of music intervention in this framework, placing the grounding stone in the development of future and existing music intervention programs applied clinically. These applications will evolve around a structuralised approach to music intervention as system, proposing five consecutive systems. (Collectible, Mechanical, Numerical, Natural, Motor and Social). Each of these are holding specific attributes, which reflect behaviors on the autistic spectrum.
It will therefore argue the aspects of expanding existing theories in ASD together with the call for generalised interventions to better assess autism.
Theories have to be updated in a time of fast and ever- changing development; a notion that this paper seeks to argue from a clinical, therapeutic, interventional, cognitive and theoretical point of view.