The provision of therapy to clients online is gaining strong recognition as effective in medicine, psychiatry, and other allied health fields. However, music therapists are yet to engage with this therapy context. Working with an adolescent with Asperger's Syndrome, we trialled an online songwriting intervention via videoconferencing software (in this case Skype Ltd) and compared the adolescent's participation with participation in a face-to-face context. A microanalysis of video footage combined with interview reflections from the treating therapist and adolescent were analysed to build a picture of engagement and skills in social interaction. Our investigation showed that the adolescent was highly engaged in the Skype session, offered more eye contact, was more creative in his lyric creations and was more confident to offer disagreeing statements. Further trials using online approaches are needed to ensure that music therapy approaches are aligning with practices occurring in other health disciplines and that therapy services can be accessed by those unable to attend music therapy clinics.
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