Music-Based Intervention as a Strategy to Improve Attention and Information Processing in Children with Special Needs : Literature Review

Abstract

Children with Special Needs (ABK) often experience challenges in core cognitive functions, particularly attention regulation and stimulus processing, which impact learning engagement and adaptability. Multisensory and adaptive interventions are needed to address these needs. This article aims to synthesize scientific evidence regarding the role of music-based interventions as a strategy for strengthening cognitive functions through a Systematic Literature Review (SLR) approach. The method used is a systematic review of national and international journal articles, including empirical studies, systematic reviews , and meta-analyses , with descriptive-qualitative analysis and narrative synthesis. The results of the study indicate that structured music interventions that require children's active participation consistently contribute to improvements in attention control, attention flexibility, and focus stability. In addition, music interventions also show potential in supporting aspects of cognitive processing such as stimulus organization, sequencing ability , working memory, and response speed, although findings in these domains still show variation between studies. The implications of this study emphasize the importance of music as a neurocognitive stimulus that can be integrated into special education practices and evidence-based therapy services. The limitations of this study lie in the heterogeneity of research designs and measurement instruments used in the reviewed literature. The novelty of this article lies in its targeted synthesis linking the neurocognitive mechanisms of music with the mapping of specific cognitive outcomes within a single integrative framework, thus strengthening the theoretical and practical basis for the use of music interventions in special populations.