MUSICAL SKILLS, EXECUTIVE FUNCTIONS AND SELF-REGULATION IN THE MUSICAL LEARNING OF STUDENTS WITH AUTISM SPECTRUM DISORDERS AGED 8 TO 12 YEARS OLD

This article contains a profound and well-founded theoretical reflection on the construct of executive functions and the process of self-regulation. This analysis serves to understand how these neuropsychological processes are involved in the acquisition of musical learning and their importance in the acquisition of so-called musical skills in students with Autism Spectrum Disorder between 8 and 12 years of age who are studying in professional music conservatories. Through a descriptive, correlational, quantitative, non-experimental, cross-sectional, quantitative study, we study the relationship between musical skills as an educational variable and two neuropsychological aspects: the process of self -regulation in musical learning and executive functions, with a special focus on the component of cognitive flexibility. To this end, the methodology employed-prior establishment of objectives to be achieved and hypotheses to be assessed-is the implementation of the following applied instruments: for the measurement of cognitive flexibility, the questionnaire on executive functions BRIEF 2 (Behavior Rating Inventory of Executive Function, second edition) is proposed; for the measurement of self-regulation in musical learning, the scale by Madeira et al, (2017) Adaptation of a self-regulated practice behaviour scale for Portuguese music student is proposed; and, finally, for the measurement of musical skills, the PROMS scale (The Profile of Music Perception Skills) by Law and Zentner (2012) is used. At the culmination of the data collection process, the correlational statistical analysis is formulated with Pearson's parametric coefficient considering p < 0.05 as the level of significance. Finally, establishing a discussion framework around the expected results and possible limitations, the future educational applications of this research are collected.