This article shows that First Nations children diagnosed with autism in British Columbia, Canada are under-represented in publications regarding autism and the prevalence thereof, and that this group appears to be under-detected. The aim of this review of publications regarding autism and aboriginal populations in Canada and other countries is to examine possible explanations. The research review results suggest that possible reasons for under-detection of autism among aboriginal populations, and consequently First Nations peoples, can be diagnostic substitution and symptom presentation, ethnic or cultural, area of residence or the impact of historical oppression and discrimination.

Growing up and becoming an active participant in society can be challenging for young people. Factors such as ethnicity, disability and gender can, separately, pose difficulties. When combined, they can develop into insurmountable obstacles. The use of music interventions and activities to overcome some of these obstacles is explored in this article, using two cases of young First Nations people diagnosed with autism, in British Columbia, Canada. Although there are similarities, the differences in severity of ASD, place of residence and school situation, to mention a few factors, make a huge difference in their daily lives. Their contrasting possibilities to be present and participate in society may have implications for their social inclusion in adulthood. Results show that both traditional and contemporary music interventions can provide foundations for inclusion and they need to be carefully designed for each individual.

This research project set out to examine the meaning of music for five First Nations children diagnosed with autism spectrum disorder in British Columbia, Canada. A pan-tribal framework within an Indigenist research paradigm was used. Data were collected during visits in 2013 and 2014. Five First Nations children with different tribal affiliations and living locations, their families, and professionals were engaged in the project. Methods were conversations, observations, filmed observations, interventions, and notes. It was found that current autism discourses and practices are based on a deficit model within Western paradigms, and therefore not compatible with inclusive, First Nations worldviews and perceptions of autism representations. Music is used for purposes such as relaxation, communication, and when studying. Indigenous music is not used in targeted music interventions. This article presents unique material, emphasizing the lack of cultural sensitivity, and colonial residue in music interventions for First Nations children with autism.