The present study investigated personal characteristics, environmental and
behavioral factors that may enable or impede/prevent the social interaction of children with
ASD with their peers. Were analyzed the benefits of music education context as a promoter
of this interaction. To organize the issuance of these forms of behavior, were elaborated the
"Protocol observation of behaviors of children with Autism Spectrum Disorder (ASD) with
their peers". The study investigated two children, male, diagnosed with ASD, of the
Garden I, of the regular schools of the city of Belém/PA. The children were six and five
years old, respectively, and were matriculated in percussion’ classes in Music’s School
from Belem/PA. Three sessions were analyzed at regular school environment (during
recreation), lasting 20 min each; and 8 sessions in the context of music education (lessons
percussion), 30 minutes each. The results showed that the behaviors among children with
ASD and their peers occurred in both contexts occurred in both contexts, however reaching
higher frequency in the context free (regular school / recreation). As to the benefits of
music education, The participant 1 (6 years), whose profile was marked by the acceptance
of physical contact, and a search for persons, obtained the increase of functional initiative's
behaviors and decreased of non-functional's responses. Observed it was also the
occurrence of functional initiatives through repetitive behaviors, indicating that this
peculiarity could do helping the child to approach and interact with peers. Already the
participating 2 (5 years), with a profile marked by touch, emotional expression appropriate
to the context, and social reciprocity (though occasionally), we observed a strong influence
of the adult in the child's behavior. This influence was positive (to reduce the emission of
non-functional behaviors) and negative (when had the high assist disregarding the child's
strengths and hindering its interaction with peers). We conclude that given the low
frequency of such behaviors, we cannot say that the changes are related exclusively to this
environment, but only to the contiguity of the possibilities represented by the profile of the
child and openness of each context for the expression and stimulation of these capabilities,
as well as for the provision of tools to permit the seizure or reinforce behaviors conducive
to social interaction.
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