Music therapists have argued that people who witness music therapy can develop good understandings of processes and potential outcomes. Family members and other experts were invited to critically examine clinical materials, generated from ten new cases of music therapy with children on the autism spectrum and presented in Narrative Assessment form, and to share their perceptions of the work. Narrative assessments include descriptive text and audio and/or video examples which capture and document children’s learning in authentic contexts; and are designed to make learning ‘visible’.

Each case was interpreted by two-four people who knew the child, and six other autism experts who did not know the children. These commentators provided rich feedback regarding the personal resources that children and their therapists brought to the music therapy encounter; music therapy processes; and their perceptions of outcomes. Their observations, and their articulation of feelings and beliefs about music therapy, suggest that they developed good understanding and strong appreciation for music therapy as it is practiced in New Zealand. Narrative Assessment and qualitative case studies are highlighted as valuable ways to share professional knowledge and enable families and other stakeholders to understand what happens in music therapy programmes.

音乐治疗师认为，见证音乐治疗的人可以很好地理解过程和潜在结果。家庭成员和其他专家受邀批判性地检查临床材料，这些材料来自十个新的自闭症谱系儿童音乐治疗案例，并以叙事评估形式呈现，并分享他们对工作的看法。叙述性评估包括描述性文本和音频和/或视频示例，它们在真实环境中捕捉和记录儿童的学习情况；并且旨在使学习“可见”。

每个案例都由认识孩子的两到四个人以及不认识孩子的其他六名自闭症专家解释。这些评论员就儿童及其治疗师为音乐治疗带来的个人资源提供了丰富的反馈；音乐治疗过程；以及他们对结果的看法。他们的观察，以及他们对音乐治疗的感受和信念的表达，表明他们对新西兰的音乐治疗有了很好的理解和强烈的欣赏。叙事评估和定性案例研究被强调为分享专业知识并使家庭和其他利益相关者能够了解音乐治疗计划中发生的事情的宝贵方式。