1
|
Jaschke AC, Howlin C, Pool J, Greenberg YD, Atkinson R, Kovalova A, Merriam E, Pallás-Ferrer I, Williams S, Moore C, Hayden K, Allison C, Odell-Miller H, Baron-Cohen S. Study protocol of a randomized control trial on the effectiveness of improvisational music therapy for autistic children. BMC Psychiatry 2024; 24:637. [PMID: 39334042 PMCID: PMC11437930 DOI: 10.1186/s12888-024-06086-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/07/2024] [Accepted: 09/14/2024] [Indexed: 09/30/2024] Open
Abstract
BACKGROUND Music therapy is the clinical use of musical interventions to improve mental and physical health across multiple domains, including social communication. Autistic children, who have difficulties in social communication and often increased anxiety, tend to show a strong preference for music, because it can be structured and systematic, and therefore more predictable than social interaction. This makes music therapy a promising medium for therapeutic support and intervention. Previous clinical trials of music therapy compared to traditional therapy for autistic children have shown encouraging but nevertheless mixed results. KEY AIMS The primary aim is to conduct a randomised controlled trial (RCT) of improvisational music therapy for autistic children and test its effectiveness in at improving social communication and wellbeing, and to reduce anxiety. RESEARCH PLAN The RCT will be conducted with 200 autistic children in the UK aged 7 to 11 years old. Participants will be randomly assigned to either improvisational music therapy or support as usual. The trial will be an assessor-blind, pragmatic two-arm cluster RCT comparing the impact of 12-weeks of improvisational music therapy in addition to support as usual, vs. support as usual for autistic children. METHODS Researchers who are blind to which arm the children are in will conduct assessments and obtain data via caregiver reports. The primary outcome will be the absolute change in the total score of the Brief Observation of Social Communication Change (BOSCC) assessed at baseline, T1 (13 weeks) and T2 (39 weeks) follow-ups. The BOSCC consists of specific items that were developed to identify changes in social-communication behaviours. Secondary outcome measures include: (1) Parent reported anxiety scale for youth with ASD (Note that we do not use the term 'ASD' or Autism Spectrum Disorder, because many autistic people feel it is stigmatising. Instead, we use the term 'autism') (PRAS-ASD) (2) Young Child Outcome Rating Scale, for wellbeing (YCORS), (3) Strengths and Difficulties Questionnaire (SDQ); and (4) Vineland Adaptive Behaviour Scale (VABS). (5) The Children's Communication Checklist-2 (CCC-2) will be completed to evaluate pragmatic speech with fluent speakers only; (6) The Music Engagement Scale (MES); and (7) Assessment of the Quality of Relationship (AQR) will be used to evaluate the child-therapist relationships using video-analysis of music therapy sessions. Additional data will be collected by administering the Wechsler Abbreviated Scale of Intelligence (WASI-II), Music at Home Questionnaire (M@H), and children's versions of the Empathy Quotient (EQ) and Systemizing Quotient (SQ). Audio and video data from the therapy sessions will be collected and analysed (using both human and computer-based feature-coding, e.g., machine learning and AI-driven methods) to identify how music and non-musical interactions foster change throughout the therapy. DISCUSSION This study aims to observe if the interactions, engagement, and therapeutic modalities fostered during music therapy sessions can translate to non-musical contexts and improve autistic children's social communication skills, identifying possible mediating factors contributing to the effectiveness of music therapy, potentially informing policy making and governance. TRIAL REGISTRATION This randomised control trial is registered with the NIH U.S. National Library of Medicine: https://clinicaltrials.gov/search?term=NCT06016621 , clinicalTrials.gov Identifier: NCT0601662, Registration Date 19th August 2023.
Collapse
Affiliation(s)
- A C Jaschke
- Department of Psychiatry, Autism Research Centre, University of Cambridge, 18B Trumpington Road, Cambridge, CB2 8AH, UK.
- Department of Music Therapy, ArtEZ University of the Arts, Enschede, The Netherlands.
- Department of Neonatology, University Medical Center Groningen, Beatrix Childrens Hospital, Groningen, The Netherlands.
| | - C Howlin
- Department of Psychology, Trinity College Dublin, Dublin, Ireland
| | - J Pool
- Anglia Ruskin University, Cambridge Institute for Music Therapy Research, Cambridge, UK
| | - Y D Greenberg
- Department of Psychiatry, Autism Research Centre, University of Cambridge, 18B Trumpington Road, Cambridge, CB2 8AH, UK
| | - R Atkinson
- Anglia Ruskin University, Cambridge Institute for Music Therapy Research, Cambridge, UK
| | - A Kovalova
- Department of Psychiatry, Autism Research Centre, University of Cambridge, 18B Trumpington Road, Cambridge, CB2 8AH, UK
| | - E Merriam
- Department of Psychiatry, Autism Research Centre, University of Cambridge, 18B Trumpington Road, Cambridge, CB2 8AH, UK
| | - I Pallás-Ferrer
- Department of Psychiatry, Autism Research Centre, University of Cambridge, 18B Trumpington Road, Cambridge, CB2 8AH, UK
| | - S Williams
- Department of Psychiatry, Autism Research Centre, University of Cambridge, 18B Trumpington Road, Cambridge, CB2 8AH, UK
| | - C Moore
- Clinical Trials Unit, Anglia Ruskin University, Chelmsford, UK
| | - K Hayden
- Clinical Trials Unit, Anglia Ruskin University, Chelmsford, UK
| | - C Allison
- Department of Psychiatry, Autism Research Centre, University of Cambridge, 18B Trumpington Road, Cambridge, CB2 8AH, UK
| | - H Odell-Miller
- Anglia Ruskin University, Cambridge Institute for Music Therapy Research, Cambridge, UK
| | - S Baron-Cohen
- Department of Psychiatry, Autism Research Centre, University of Cambridge, 18B Trumpington Road, Cambridge, CB2 8AH, UK
| |
Collapse
|
2
|
Whipple J, Schwartzberg ET. Approaches, Goals, and Scientific Integrity in Music Therapy Research with Individuals on the Autism Spectrum: An Integrative Review. J Music Ther 2024:thae014. [PMID: 39021148 DOI: 10.1093/jmt/thae014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 03/21/2024] [Accepted: 05/29/2024] [Indexed: 07/20/2024]
Abstract
Scientific integrity is fundamental to evidence-based practice (EBP) and essential in music therapy (MT) research and clinical practice. Researchers conducted an integrative review of approaches and interventions employed by music therapists (MTs) with individuals on the autism spectrum in the context of how studies are analyzed by the National Autism Center (NAC) and National Clearinghouse on Autism Evidence and Practice (NCAEP). Researchers identified 880 database records meeting initial search criteria (i.e., autism spectrum disorder, autism, PDD-NOS, MT, and music interventions); 36 studies remained after screening for duplication, topic relevance, and adherence to inclusion criteria. Included studies were published between 1964 and 2021, in English language, in free open-access journals, worldwide; peer reviewed; conducted by MTs; empirical quantitative, qualitative, or mixed-methods design; intervention-based; and presented separate data for participants on the autism spectrum. Content and quantitative analyses identified deficits in scientific integrity and the following gaps in studies reviewed: Motor Skills and Placement (NAC-defined intervention targets), Computer-based and Songwriting and Composition (MT techniques), and Wellness and Bonny Method of Guided Imagery in Music (clinical approaches); no patterns were evident among NAC Interventions with MT techniques and approaches. Analysis of 5-point Scientific Merit Ratings yielded a mean 2.78 rating. A comparison of NAC and NCAEP terminology (i.e., how MT researchers report independent variables) indicated eight titles mention specific non-music interventions, 19 mention MT, 14 include music-based technique descriptors, and two mention both non-music interventions and MT. Researchers offer guidelines regarding identity-inclusive language, scientific integrity, and clarity of EBPs within MT intervention research with individuals on the autism spectrum.
Collapse
Affiliation(s)
- Jennifer Whipple
- Department of Music Therapy, Charleston Southern University, Charleston, SC, USA
| | | |
Collapse
|
3
|
MacDonald-Prégent A, Saiyed F, Hyde K, Sharda M, Nadig A. Response to Music-Mediated Intervention in Autistic Children with Limited Spoken Language Ability. J Autism Dev Disord 2024; 54:1438-1452. [PMID: 36637597 DOI: 10.1007/s10803-022-05872-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/12/2022] [Indexed: 01/14/2023]
Abstract
PURPOSE Autistic children with limited spoken language ability (LSLA) often do not respond to traditional interventions, reducing their social inclusion. It is essential to identify effective interventions, and sensitive measures to track their intervention response. METHODS Using data from an RCT comparing music-mediated and play-based interventions, we investigated the impact of spoken language ability on outcomes, and measured response to intervention through natural language sample measures. RESULTS Children with lower verbal IQ, relative to higher verbal IQ, made some greater gains over the course of music-mediated intervention. Natural language samples were helpful in characterizing communication and tracking change. CONCLUSION Music-mediated interventions hold promise as effective interventions for autistic children with LSLA. Natural language samples are robust in characterizing this subgroup.
Collapse
Affiliation(s)
- Angela MacDonald-Prégent
- School of Communication Sciences and Disorders, McGill University, 2001 Av. McGill College #8, H3A 1G1, Montréal, QC, Canada.
| | - Fauzia Saiyed
- Department of Psychology, McGill University, 2001 Av. McGill College #4, H3A 1G1, Montréal, QC, Canada
| | - Krista Hyde
- International Laboratory for Brain, Music and Sound Research (BRAMS), University of Montréal, Pavillon Marie-Victorin/ Local A-108, 90 Vincent-d'Indy Av, H2V, Outremont, QC, Canada
| | - Megha Sharda
- International Laboratory for Brain, Music and Sound Research (BRAMS), University of Montréal, Pavillon Marie-Victorin/ Local A-108, 90 Vincent-d'Indy Av, H2V, Outremont, QC, Canada
| | - Aparna Nadig
- School of Communication Sciences and Disorders, McGill University, 2001 Av. McGill College #8, H3A 1G1, Montréal, QC, Canada
| |
Collapse
|
4
|
Fu Y, Tian M, Chen J, Chen W, Li H. Improvement of symptoms in children with autism by TOMATIS training: a cross-sectional and longitudinal study. Front Behav Neurosci 2024; 18:1357453. [PMID: 38562516 PMCID: PMC10982311 DOI: 10.3389/fnbeh.2024.1357453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Accepted: 03/01/2024] [Indexed: 04/04/2024] Open
Abstract
Introduction Autism spectrum disorder (ASD) is a neurological condition that is marked by deficits in social interaction, difficulty expressing oneself, lack of enthusiasm, and stereotypical conduct. The TOMATIS training method is an effective music therapy for children with ASD for its individually developed programs to improve behavioral deficits. Methods The research employed both longitudinal and crosssectional designs. Results In the cross-sectional study, the experimental group showed significant improvement in symptoms after TOMATIS training compared to the control group of children with ASD. The results validated the effect of TOMATIS treatment for ASD-related deficits, including perceptual-motor, attentional, social, and emotional issues. Discussion ASD's auditory hypersensitivity hampers social information processing, but TOMATIS enhances cochlear frequency selectivity, aiding in capturing relevant auditory stimuli. In addition, the longitudinal study confirmed these findings, which proved TOMATIS training effective in clinically treating ASD. This study focused on audiometric indicators and behavioural improvement, elucidating the mechanisms behind the training's success. Behavioral improvements might stem from TOMATIS' frequency selectivity, reshaping auditory organ-cortical feedback loops to filter interference and focus on valid information.
Collapse
Affiliation(s)
- Yujia Fu
- Department of Psychology, Renmin University of China, Beijing, China
| | - Mei Tian
- Department of Psychology, Renmin University of China, Beijing, China
- Hai Perui Education Technology Co., Ltd, Shanghai, China
| | - Jiaxi Chen
- Department of Psychology, Renmin University of China, Beijing, China
| | - Wenfeng Chen
- Department of Psychology, Renmin University of China, Beijing, China
| | - Huang Li
- Affiliated Haixia Hospital of Huaqiao University, Quanzhou, China
| |
Collapse
|
5
|
Zhuang H, Liang Z, Ma G, Qureshi A, Ran X, Feng C, Liu X, Yan X, Shen L. Autism spectrum disorder: pathogenesis, biomarker, and intervention therapy. MedComm (Beijing) 2024; 5:e497. [PMID: 38434761 PMCID: PMC10908366 DOI: 10.1002/mco2.497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Revised: 01/27/2024] [Accepted: 01/30/2024] [Indexed: 03/05/2024] Open
Abstract
Autism spectrum disorder (ASD) has become a common neurodevelopmental disorder. The heterogeneity of ASD poses great challenges for its research and clinical translation. On the basis of reviewing the heterogeneity of ASD, this review systematically summarized the current status and progress of pathogenesis, diagnostic markers, and interventions for ASD. We provided an overview of the ASD molecular mechanisms identified by multi-omics studies and convergent mechanism in different genetic backgrounds. The comorbidities, mechanisms associated with important physiological and metabolic abnormalities (i.e., inflammation, immunity, oxidative stress, and mitochondrial dysfunction), and gut microbial disorder in ASD were reviewed. The non-targeted omics and targeting studies of diagnostic markers for ASD were also reviewed. Moreover, we summarized the progress and methods of behavioral and educational interventions, intervention methods related to technological devices, and research on medical interventions and potential drug targets. This review highlighted the application of high-throughput omics methods in ASD research and emphasized the importance of seeking homogeneity from heterogeneity and exploring the convergence of disease mechanisms, biomarkers, and intervention approaches, and proposes that taking into account individuality and commonality may be the key to achieve accurate diagnosis and treatment of ASD.
Collapse
Affiliation(s)
- Hongbin Zhuang
- College of Life Science and OceanographyShenzhen UniversityShenzhenP. R. China
| | - Zhiyuan Liang
- College of Life Science and OceanographyShenzhen UniversityShenzhenP. R. China
| | - Guanwei Ma
- College of Life Science and OceanographyShenzhen UniversityShenzhenP. R. China
| | - Ayesha Qureshi
- College of Life Science and OceanographyShenzhen UniversityShenzhenP. R. China
| | - Xiaoqian Ran
- College of Life Science and OceanographyShenzhen UniversityShenzhenP. R. China
| | - Chengyun Feng
- Maternal and Child Health Hospital of BaoanShenzhenP. R. China
| | - Xukun Liu
- College of Life Science and OceanographyShenzhen UniversityShenzhenP. R. China
| | - Xi Yan
- College of Life Science and OceanographyShenzhen UniversityShenzhenP. R. China
| | - Liming Shen
- College of Life Science and OceanographyShenzhen UniversityShenzhenP. R. China
- Shenzhen‐Hong Kong Institute of Brain Science‐Shenzhen Fundamental Research InstitutionsShenzhenP. R. China
| |
Collapse
|
6
|
Fram NR, Liu T, Lense MD. Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers. Autism Res 2024; 17:338-354. [PMID: 38197536 PMCID: PMC10922396 DOI: 10.1002/aur.3090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Accepted: 12/17/2023] [Indexed: 01/11/2024]
Abstract
Rhythm is implicated in both social and linguistic development. Rhythm perception and production skills are also key vulnerabilities in neurodevelopmental disorders such as autism which impact social communication. However, direct links between musical rhythm engagement and expressive communication in autism is not clearly evident. This absence of a direct connection between rhythm and expressive communication indicates that the mechanism of action between rhythm and expressive communication may recruit other cognitive or developmental factors. We hypothesized that social interactions, including general interpersonal relationships and interactive music-making involving children and caregivers, were a significant such factor, particularly in autism. To test this, we collected data from parents of autistic and nonautistic children 14-36 months of age, including parent reports of their children's rhythmic musical engagement, general social skills, parent-child musical interactions, and expressive communication skills. Path analysis revealed a system of independent, indirect pathways from rhythmic musical engagement to expressive communication via social skills and parent-child musical interactions in autistic toddlers. Such a system implies both that social and musical interactions represent crucial links between rhythm and language and that different kinds of social interactions play parallel, independent roles linking rhythmic musical engagement with expressive communication skills.
Collapse
Affiliation(s)
- Noah R. Fram
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center
| | - Talia Liu
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center
- Department of Speech, Language, and Hearing Sciences, Boston University
| | - Miriam D. Lense
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center
| |
Collapse
|
7
|
Bowling DL. Biological principles for music and mental health. Transl Psychiatry 2023; 13:374. [PMID: 38049408 PMCID: PMC10695969 DOI: 10.1038/s41398-023-02671-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Revised: 10/30/2023] [Accepted: 11/17/2023] [Indexed: 12/06/2023] Open
Abstract
Efforts to integrate music into healthcare systems and wellness practices are accelerating but the biological foundations supporting these initiatives remain underappreciated. As a result, music-based interventions are often sidelined in medicine. Here, I bring together advances in music research from neuroscience, psychology, and psychiatry to bridge music's specific foundations in human biology with its specific therapeutic applications. The framework I propose organizes the neurophysiological effects of music around four core elements of human musicality: tonality, rhythm, reward, and sociality. For each, I review key concepts, biological bases, and evidence of clinical benefits. Within this framework, I outline a strategy to increase music's impact on health based on standardizing treatments and their alignment with individual differences in responsivity to these musical elements. I propose that an integrated biological understanding of human musicality-describing each element's functional origins, development, phylogeny, and neural bases-is critical to advancing rational applications of music in mental health and wellness.
Collapse
Affiliation(s)
- Daniel L Bowling
- Department of Psychiatry and Behavioral Sciences, Stanford University, School of Medicine, Stanford, CA, USA.
- Center for Computer Research in Music and Acoustics (CCRMA), Stanford University, School of Humanities and Sciences, Stanford, CA, USA.
| |
Collapse
|
8
|
Birch J, Thompson G. Exploring Music Therapy Research in Preschool Settings that Include Children with Disabilities: A Scoping Review. J Music Ther 2023; 60:64-97. [PMID: 36592135 DOI: 10.1093/jmt/thac015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
With an increasing number of developed nations adopting elements of the social model of disability, early childhood intervention practice has evolved to place greater emphasis on an inclusive, ecological, and strength-based framework. Recent music therapy literature seems to align with this shift in policy and demonstrates how family-centered strategies can be promoted in homes. Although music therapy researchers have conducted studies in kindergartens and childcares, which are also fundamental naturalistic settings for children with disabilities, the overall breadth and nature of practice in these settings is unclear and has not been collated. This scoping review aims to identify the key characteristics of music therapy research in preschool settings that include children with disabilities, subsequently identifying key publication details, participants, therapeutic aims, outcome measures, study designs, preschool settings, delivery models, and choice of music therapy methods. A total of 19 peer-reviewed journal articles from 1988 to 2020 met inclusion and exclusion criteria, with more than half of the studies published during the last 15 years. Evaluation of these 19 studies reveals how funding policies and educational systems seem to inherently inform the application of music therapy research in early learning centers. Developmental perspectives and objectivist study designs underpin many of the included sources, with majority of the outcomes demonstrating music therapy's positive impact upon a child's development. Researchers outside of the United States should give greater focus to early childhood and collect data from preschools within their respective countries to broaden awareness on how music therapy can support children with disabilities in naturalistic settings.
Collapse
Affiliation(s)
- Joshua Birch
- Music Therapy, University of Melbourne (2015), Melbourne, Victoria, Australia
| | - Grace Thompson
- Music Therapy, University of Melbourne, Melbourne, Victoria, Australia
| |
Collapse
|
9
|
Gottfried T, Elefant C, Gold C. Music-oriented parent counseling to promote improvement in level of parental stress, quality of life and the use of music in everyday life among parents of children with autism: A mixed-methods randomized controlled study. NORDIC JOURNAL OF MUSIC THERAPY 2022. [DOI: 10.1080/08098131.2022.2131890] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Tali Gottfried
- Graduate Program for Special Education, Herzog College, Jerusalem, Israel
| | - Cochavit Elefant
- School for Creative Arts Therapies, Emili Sagol Creative Arts Therapies Research Center, University of Haifa, Haifa, Israel
| | - Christian Gold
- GAMUT – The Grieg Academy Music Therapy Research Centre, NORCE Norwegian Research Centre AS, Bergen, Norway
- Department of Clinical and Health Psychology, University of Vienna, Vienna, Austria
| |
Collapse
|
10
|
Lense M, Liu T, Booke L, Crawley Z, Beck S. Integrated parent-child music classes for preschoolers with and without autism: Parent expectations and experiences. Ann N Y Acad Sci 2022; 1517:78-87. [PMID: 35979848 PMCID: PMC9671817 DOI: 10.1111/nyas.14875] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Integrated recreational programs designed to support neurodiverse children and their families are important vehicles for community participation. In this mixed-methods study, we investigated the mechanisms by which parent-child music classes for autistic and neurotypical children can support community participation. Parents of autistic (n = 33) and typically developing (TD; n = 28) preschoolers were interviewed about their expectations for and experiences of participating in a 12-week psychoeducational parent-child music program. Parents completed ratings of momentary affect and social connection, and researchers coded children's behavioral engagement during classes at multiple time points throughout the program. Primary motivations for enrolling in an integrated music class included children's interest in music and opportunities for child socialization. Parent-focused reasons were less frequently endorsed as primary motivations for participation. Yet, momentary ratings indicated that music classes supported parents' affect regulation and social connection with other parents at the level of individual classes and across the program. These in-class experiences were echoed by interviews following program completion, which additionally highlighted the use of new parenting strategies through the musical activities. Since parental emotional experiences of activities, supportive community relationships, and parenting confidence are all linked with increased community participation, integrated music classes may support participation and satisfaction with community experiences.
Collapse
Affiliation(s)
- Miriam Lense
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
- The Curb Center for Art, Enterprise, and Public Policy, Vanderbilt University, Nashville, Tennessee, USA
- Vanderbilt Kennedy Center, Nashville, Tennessee, USA
| | - Talia Liu
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
- Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, Tennessee, USA
| | - Lauren Booke
- In Tune Music & Wellness, Bellevue, Tennessee, USA
- Augsburg University, Minneapolis, Minnesota, USA
| | - Zoe Crawley
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
- Department of Psychology & Human Development, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Sara Beck
- Department of Psychology, Randolph College, Lynchburg, Virginia, USA
| |
Collapse
|
11
|
Javed H, Park CH. Promoting Social Engagement With a Multi-Role Dancing Robot for In-Home Autism Care. Front Robot AI 2022; 9:880691. [PMID: 36203792 PMCID: PMC9532014 DOI: 10.3389/frobt.2022.880691] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 05/19/2022] [Indexed: 12/03/2022] Open
Abstract
This work describes the design of real-time dance-based interaction with a humanoid robot, where the robot seeks to promote physical activity in children by taking on multiple roles as a dance partner. It acts as a leader by initiating dances but can also act as a follower by mimicking a child’s dance movements. Dances in the leader role are produced by a sequence-to-sequence (S2S) Long Short-Term Memory (LSTM) network trained on children’s music videos taken from YouTube. On the other hand, a music orchestration platform is implemented to generate background music in the follower mode as the robot mimics the child’s poses. In doing so, we also incorporated the largely unexplored paradigm of learning-by-teaching by including multiple robot roles that allow the child to both learn from and teach to the robot. Our work is among the first to implement a largely autonomous, real-time full-body dance interaction with a bipedal humanoid robot that also explores the impact of the robot roles on child engagement. Importantly, we also incorporated in our design formal constructs taken from autism therapy, such as the least-to-most prompting hierarchy, reinforcements for positive behaviors, and a time delay to make behavioral observations. We implemented a multimodal child engagement model that encompasses both affective engagement (displayed through eye gaze focus and facial expressions) as well as task engagement (determined by the level of physical activity) to determine child engagement states. We then conducted a virtual exploratory user study to evaluate the impact of mixed robot roles on user engagement and found no statistically significant difference in the children’s engagement in single-role and multiple-role interactions. While the children were observed to respond positively to both robot behaviors, they preferred the music-driven leader role over the movement-driven follower role, a result that can partly be attributed to the virtual nature of the study. Our findings support the utility of such a platform in practicing physical activity but indicate that further research is necessary to fully explore the impact of each robot role.
Collapse
|
12
|
何 迎, 刘 桂, 张 钰, 谢 娜, 林 锦, 胡 蓉. [Effect of parent-child cooperative music therapy on children with autism spectrum disorder and their mothers: a prospective randomized controlled study]. ZHONGGUO DANG DAI ER KE ZA ZHI = CHINESE JOURNAL OF CONTEMPORARY PEDIATRICS 2022; 24:472-481. [PMID: 35644186 PMCID: PMC9154363 DOI: 10.7499/j.issn.1008-8830.2201105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Accepted: 03/31/2022] [Indexed: 01/24/2023]
Abstract
OBJECTIVES To study the effect of parent-child cooperative music therapy on the core symptoms of children with autism spectrum disorder (ASD) and their mothers. METHODS In this prospective study, 112 children with ASD and their mothers were divided into a music therapy group and an applied behavior analysis (ABA) group using a random number table (n=56 each). The children in the ABA group were treated with ABA, and those in the music therapy group were given parent-child cooperative music therapy in addition to the ABA treatment. The duration of intervention was 8 weeks for both groups. Childhood Autism Rating Scale (CARS), Autism Behavior Checklist (ABC), Parenting Stress Index-Short form (PSI-SF), Family APGAR Index, and Herth Hope Index (HHI) were used to evaluate the core symptoms of children with ASD and the parenting stress, family APGAR index, and hope level of mothers before and after intervention. RESULTS A total of 100 child-mother dyads completed the whole study, with 50 child-mother dyads in each group. After intervention, the children in the music therapy group had significantly lower total score of ABC scale and scores of sensation, social interaction, and somatic movement, as well as a significantly lower total score of CARS than those in the ABA group (P<0.05). After intervention, compared with the mothers in the ABA group, the mothers in the music therapy group had significantly higher total score of PSI-SF and score of parent-child dysfunctional interaction, significantly higher total score of HHI and scores of each dimension, and significantly higher total score of APGAR and scores of cooperation and intimacy (P<0.05). CONCLUSIONS Parent-child cooperative music therapy combined with ABA can alleviate the core symptoms of children with ASD, reduce the parenting stress of their mothers, and improve family APGAR index and hope level.
Collapse
Affiliation(s)
| | - 桂华 刘
- 福建省妇幼保健院儿童保健中心/ 福建医科大学教学医院,福建福州350001
| | | | | | | | | |
Collapse
|
13
|
Abstract
BACKGROUND Social interaction and social communication are among the central areas of difficulty for autistic people. Music therapy uses music experiences and the relationships that develop through them to enable communication and expression, thus attempting to address some of the core problems of autistic people. Music therapy has been applied in autism since the early 1950s, but its availability to autistic individuals varies across countries and settings. The application of music therapy requires specialised academic and clinical training which enables therapists to tailor the intervention to the specific needs of the individual. The present version of this review on music therapy for autistic people is an update of the previous Cochrane review update published in 2014 (following the original Cochrane review published in 2006). OBJECTIVES To review the effects of music therapy, or music therapy added to standard care, for autistic people. SEARCH METHODS In August 2021, we searched CENTRAL, MEDLINE, Embase, eleven other databases and two trials registers. We also ran citation searches, checked reference lists, and contacted study authors to identify additional studies. SELECTION CRITERIA All randomised controlled trials (RCTs), quasi-randomised trials and controlled clinical trials comparing music therapy (or music therapy alongside standard care) to 'placebo' therapy, no treatment, or standard care for people with a diagnosis of autism spectrum disorder were considered for inclusion. DATA COLLECTION AND ANALYSIS We used standard Cochrane methodological procedures. Four authors independently selected studies and extracted data from all included studies. We synthesised the results of included studies in meta-analyses. Four authors independently assessed risk of bias (RoB) of each included study using the original RoB tool as well as the certainty of evidence using GRADE. MAIN RESULTS: We included 16 new studies in this update which brought the total number of included studies to 26 (1165 participants). These studies examined the short- and medium-term effect of music therapy (intervention duration: three days to eight months) for autistic people in individual or group settings. More than half of the studies were conducted in North America or Asia. Twenty-one studies included children aged from two to 12 years. Five studies included children and adolescents, and/or young adults. Severity levels, language skills, and cognition were widely variable across studies. Measured immediately post-intervention, music therapy compared with 'placebo' therapy or standard care was more likely to positively effect global improvement (risk ratio (RR) 1.22, 95% confidence interval (CI) 1.06 to 1.40; 8 studies, 583 participants; moderate-certainty evidence; number needed to treat for an additional beneficial outcome (NNTB) = 11 for low-risk population, 95% CI 6 to 39; NNTB = 6 for high-risk population, 95% CI 3 to 21) and to slightly increase quality of life (SMD 0.28, 95% CI 0.06 to 0.49; 3 RCTs, 340 participants; moderate-certainty evidence, small to medium effect size). In addition, music therapy probably results in a large reduction in total autism symptom severity (SMD -0.83, 95% CI -1.41 to -0.24; 9 studies, 575 participants; moderate-certainty evidence). No clear evidence of a difference between music therapy and comparison groups at immediately post-intervention was found for social interaction (SMD 0.26, 95% CI -0.05 to 0.57, 12 studies, 603 participants; low-certainty evidence); non-verbal communication (SMD 0.26, 95% CI -0.03 to 0.55; 7 RCTs, 192 participants; low-certainty evidence); and verbal communication (SMD 0.30, 95% CI -0.18 to 0.78; 8 studies, 276 participants; very low-certainty evidence). Two studies investigated adverse events with one (36 participants) reporting no adverse events; the other study found no differences between music therapy and standard care immediately post-intervention (RR 1.52, 95% CI 0.39 to 5.94; 1 study, 290 participants; moderate-certainty evidence). AUTHORS' CONCLUSIONS: The findings of this updated review provide evidence that music therapy is probably associated with an increased chance of global improvement for autistic people, likely helps them to improve total autism severity and quality of life, and probably does not increase adverse events immediately after the intervention. The certainty of the evidence was rated as 'moderate' for these four outcomes, meaning that we are moderately confident in the effect estimate. No clear evidence of a difference was found for social interaction, non-verbal communication, and verbal communication measured immediately post-intervention. For these outcomes, the certainty of the evidence was rated as 'low' or 'very low', meaning that the true effect may be substantially different from these results. Compared with earlier versions of this review, the new studies included in this update helped to increase the certainty and applicability of this review's findings through larger sample sizes, extended age groups, longer periods of intervention and inclusion of follow-up assessments, and by predominantly using validated scales measuring generalised behaviour (i.e. behaviour outside of the therapy context). This new evidence is important for autistic individuals and their families as well as for policymakers, service providers and clinicians, to help in decisions around the types and amount of intervention that should be provided and in the planning of resources. The applicability of the findings is still limited to the age groups included in the studies, and no direct conclusions can be drawn about music therapy in autistic individuals above the young adult age. More research using rigorous designs, relevant outcome measures, and longer-term follow-up periods is needed to corroborate these findings and to examine whether the effects of music therapy are enduring.
Collapse
Affiliation(s)
- Monika Geretsegger
- GAMUT - The Grieg Academy Music Therapy Research Centre, NORCE Norwegian Research Centre, Bergen, Norway
| | - Laura Fusar-Poli
- Department of Clinical and Experimental Medicine, Psychiatry Unit, University of Catania, Catania, Italy
| | - Cochavit Elefant
- Department of Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Karin A Mössler
- GAMUT - The Grieg Academy Music Therapy Research Centre, NORCE Norwegian Research Centre, Bergen, Norway
| | - Giovanni Vitale
- Child and Adolescent Neuropsychiatry, University of Naples Federico II, Naples, Italy
| | - Christian Gold
- GAMUT - The Grieg Academy Music Therapy Research Centre, NORCE Norwegian Research Centre, Bergen, Norway
- Department of Clinical and Health Psychology, University of Vienna, Vienna, Austria
| |
Collapse
|
14
|
A Systematic Review of Scientific Studies on the Effects of Music in People with or at Risk for Autism Spectrum Disorder. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095150. [PMID: 35564544 PMCID: PMC9100336 DOI: 10.3390/ijerph19095150] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/26/2022] [Revised: 04/10/2022] [Accepted: 04/12/2022] [Indexed: 11/18/2022]
Abstract
The prevalence of autism spectrum disorders (ASD) is globally increasing, and the current available interventions show variable success. Thus, there is a growing interest in additional interventions such as music therapy (MT). Therefore, we aimed to provide a comprehensive and systematic review of music and people with, or at risk of, ASD. We used the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines and used PubMed, PsycINFO, and Web of Science as databases, with “music”, “music therapy”, “autism spectrum disorder”, and “ASD” as search terms. Among the identified and screened articles, 81 out of 621 qualified as scientific studies involving a total of 43,353 participants. These studies investigated the peculiarities of music perception in people with ASD, as well as the effects of music and MT in this patient group. Most of the music-based interventions were beneficial in improving social, emotional, and behavioural problems. However, the availability of studies utilizing a rigorous randomized controlled trial (RCT) design was scarce. Most of the studies had a small sample size, and the applied therapeutic and scientific research methods were heterogeneous.
Collapse
|
15
|
Pater M, Spreen M, Yperen TV. Music therapy for children on the autism spectrum: Improved social interaction observed by multiple informants across different social contexts. NORDIC JOURNAL OF MUSIC THERAPY 2022. [DOI: 10.1080/08098131.2022.2046628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Mathieu Pater
- RUG, Faculty of Behavioral and Social Sciences, Groningen, the Netherlands
| | - Marinus Spreen
- NHLStenden University of Applied Sciences, Leeuwarden, the Netherlands
| | - Tom van Yperen
- RUG, Faculty of Behavioral and Social Sciences, Groningen, the Netherlands
| |
Collapse
|
16
|
Ahmad S, Islam M, Zada M, Khattak A, Ullah R, Han H, Ariza-Montes A, Araya-Castillo L. The Influence of Decision Making on Social Inclusion of Persons with Disabilities: A Case Study of Khyber Pakhtunkhwa. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19020858. [PMID: 35055681 PMCID: PMC8775423 DOI: 10.3390/ijerph19020858] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/27/2021] [Revised: 12/29/2021] [Accepted: 01/06/2022] [Indexed: 12/10/2022]
Abstract
Decision making is an essentially social process adopted by individuals or groups to identify and choose the best choice among several alternatives. Decision-making choices are influenced by the preferences, values, and beliefs of the individuals or groups involved in the decision-making process. This study was conducted to analyze the social inclusion of Persons with Disabilities (PWDs) in the context of their participation in decision making. The study area consisted of 8028 PWDs registered with the government of Pakistan, from which a sample of 488 PWDs was selected through a multistage stratified random sampling technique. These PWDs included physically disabled, blind, crippled, and deaf persons; however, the data were collected from those who were able to be interviewed. Chi-square and Kendall’s Tau-b tests were used to determine the strength, level, and direction of association among variables. At the multivariate level, the study found a spurious relation between social inclusion and participation in decision making when controlling for gender, monthly family income, and level of disability of the PWDs. The results highlighted that participation in decision making improved the social inclusion of male and moderately disabled PWDs more positively. However, participation in decision making was a universal feature explaining the social inclusion of PWDs irrespective of their monthly family income. The logistic regression model explained that the social inclusion of PWDs was more likely to occur when PWDs were married, had high monthly family income (PKR 16,500 and above), belonged to a joint family, and actively participated in decision making. The study recommends that ensuring the participation of PWDs in decision making in family, community, school, and other relevant institutions ultimately enhances their social inclusion.
Collapse
Affiliation(s)
- Shakeel Ahmad
- Department of Social Work and Sociology, Kohat University of Science and Technology (KUST), Kohat 26000, Pakistan; (S.A.); (M.I.)
| | - Mazhar Islam
- Department of Social Work and Sociology, Kohat University of Science and Technology (KUST), Kohat 26000, Pakistan; (S.A.); (M.I.)
| | - Muhammad Zada
- Business School, Henan University, Kaifeng 475000, China
- Correspondence: (M.Z.); (H.H.)
| | | | - Rezwan Ullah
- School of Management and Economics, Beijing Institute of Technology, Beijing 100081, China;
| | - Heesup Han
- College of Hospitality and Tourism Management, Sejong University, Seoul 05006, Korea
- Correspondence: (M.Z.); (H.H.)
| | - Antonio Ariza-Montes
- Social Matters Research Group, Universidad Loyola Andalucía, C/Escritor Castilla Aguayo, 4, 14004 Córdoba, Spain;
| | - Luis Araya-Castillo
- Facultad de Economía y Negocios, Universidad Andrés Bello, Santiago de Chile 7591538, Chile;
| |
Collapse
|
17
|
Ke X, Song W, Yang M, Li J, Liu W. Effectiveness of music therapy in children with autism spectrum disorder: A systematic review and meta-analysis. Front Psychiatry 2022; 13:905113. [PMID: 36276324 PMCID: PMC9582596 DOI: 10.3389/fpsyt.2022.905113] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2022] [Accepted: 09/20/2022] [Indexed: 12/03/2022] Open
Abstract
OBJECTIVES This study was to investigated the efficacy of music therapy (MT) in children with autism spectrum disorder (ASD) via a meta-analysis that comprehensively evaluated data from all eligible research in this field. DESIGN Systematic review and meta-analysis. SETTING A systematic search of the PubMed, Embase, and Cochrane Library databases from inception to October 2021 to identify studies that administered MT to children with ASD. RESULTS Eight randomized controlled trials (RCTs) including 608 participants met the inclusion criteria. The meta-analysis showed that MT was associated with a significant increase in social reactions among children with ASD (standardized mean difference (SMD) = 0.24, 95% confidence interval (CI) [0.03, 0.46], I 2 = 0%, P = 0.03). However, MT did not elicit a significant increase in symptom severity (SMD = 0.17, 95% CI [-0.04,0.38], I 2 = 0%,P = 0.12), social adaptive behavior (SMD = 0.02, 95% CI [-0.44,0.48], I 2 = 0%,P = 0.93) or speech (SMD = 0.04, 95% CI [-0.39, 0.47], I 2 = 0%, P = 0.86) in children with ASD. CONCLUSION MT can improve social skills in children with ASD; however, there does not seem to be a consensus on the persistence of its effects. These findings can inform clinical practice. Promoting the use of MT in children with ASD and improving its symptoms are the ultimate goals.
Collapse
Affiliation(s)
- Xiaohua Ke
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, China.,Department of Rehabilitation Medicine, Shanghai Fourth People's Hospital Affiliated to Tongji University, Shanghai, China
| | - Wei Song
- Department of Rehabilitation Medicine, The First Affiliated Hospital of Fujian Medical University, Fuzhou, China
| | - Minguang Yang
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Jianhong Li
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Weilin Liu
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| |
Collapse
|
18
|
Lin XB, Lim CG, Lee TS. Social Deficits or Interactional Differences? Interrogating Perspectives on Social Functioning in Autism. Front Psychiatry 2022; 13:823736. [PMID: 35546922 PMCID: PMC9084456 DOI: 10.3389/fpsyt.2022.823736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/28/2021] [Accepted: 03/30/2022] [Indexed: 11/13/2022] Open
Abstract
Social dysfunction is a key characteristic of autism. Determining and treating autism-related social deficits have been challenging. The medical model views interpersonal difficulties in autism as a localized set of deficits to be managed, whereas the neurodiversity movement calls for the accommodation of differences by the larger community. One common assumption underlying these perspectives is a misalignment in social behaviors between autistic individuals and neurotypicals. This paper reviews and interrogates current perspectives on social functioning in autism to uncover the intricacies of such a notion. Even though extant literature has alluded to a misalignment in social behaviors between autistic and neurotypical individuals, it is uncertain where this disparity lies. Implications for future research and practice are discussed.
Collapse
Affiliation(s)
- Xiangting Bernice Lin
- Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School, Singapore, Singapore.,School of Social Sciences, Nanyang Technological University, Singapore, Singapore
| | - Choon Guan Lim
- Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School, Singapore, Singapore.,School of Social Sciences, Nanyang Technological University, Singapore, Singapore.,Department of Child and Adolescent Psychiatry, Institute of Mental Health, Singapore, Singapore
| | - Tih-Shih Lee
- Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School, Singapore, Singapore.,Department of Psychiatry, Singapore General Hospital, Singapore, Singapore
| |
Collapse
|
19
|
Amonkar N, Su WC, Bhat AN, Srinivasan SM. Effects of Creative Movement Therapies on Social Communication, Behavioral-Affective, Sensorimotor, Cognitive, and Functional Participation Skills of Individuals With Autism Spectrum Disorder: A Systematic Review. Front Psychiatry 2021; 12:722874. [PMID: 34867515 PMCID: PMC8637167 DOI: 10.3389/fpsyt.2021.722874] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Accepted: 09/30/2021] [Indexed: 11/13/2022] Open
Abstract
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder affecting multiple developmental domains including social communication, behavioral-affective, sensorimotor, and cognitive systems. There is growing evidence for the use of holistic, whole-body, Creative Movement Therapies (CMT) such as music, dance, yoga, theater, and martial arts in addressing the multisystem impairments in ASD. We conducted a comprehensive quantitative and qualitative review of the evidence to date on the effects of CMT on multiple systems in individuals with ASD. The strongest evidence, both in terms of quantity and quality, exists for music and martial arts-based interventions followed by yoga and theater, with very limited research on dance-based approaches. Our review of 72 studies (N = 1,939 participants) across participants with ASD ranging from 3 to 65 years of age suggests that at present there is consistent evidence from high quality studies for small-to-large sized improvements in social communication skills following music and martial arts therapies and medium-to-large improvements in motor and cognitive skills following yoga and martial arts training, with insufficient evidence to date for gains in affective, sensory, and functional participation domains following CMT. Although promising, our review serves as a call for more rigorous high-quality research to assess the multisystem effects of CMT in ASD. Based on the existing literature, we discuss implications of our findings for autism researchers and also provide evidence-based guidelines for clinicians to incorporate CMT approaches in their plan of care for individuals with ASD.
Collapse
Affiliation(s)
- Nidhi Amonkar
- Physical Therapy Program, Department of Kinesiology, University of Connecticut, Storrs, CT, United States
- Institute for Health, Intervention, and Policy, University of Connecticut, Storrs, CT, United States
- The Connecticut Institute for the Brain and Cognitive Sciences, University of Connecticut, Storrs, CT, United States
| | - Wan-Chun Su
- Department of Physical Therapy, University of Delaware, Newark, DE, United States
- Biomechanics and Movement Science Program, University of Delaware, Newark, DE, United States
| | - Anjana N. Bhat
- Department of Physical Therapy, University of Delaware, Newark, DE, United States
- Biomechanics and Movement Science Program, University of Delaware, Newark, DE, United States
- Department of Psychological and Brain Sciences, University of Delaware, Newark, DE, United States
| | - Sudha M. Srinivasan
- Physical Therapy Program, Department of Kinesiology, University of Connecticut, Storrs, CT, United States
- Institute for Health, Intervention, and Policy, University of Connecticut, Storrs, CT, United States
- The Connecticut Institute for the Brain and Cognitive Sciences, University of Connecticut, Storrs, CT, United States
| |
Collapse
|
20
|
Rickson D. Family members’ and other experts’ perceptions of music therapy with children on the autism spectrum in New Zealand: Findings from multiple case studies. ARTS IN PSYCHOTHERAPY 2021. [DOI: 10.1016/j.aip.2021.101833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
21
|
Brooks R, Lambert C, Coulthard L, Pennington L, Kolehmainen N. Social participation to support good mental health in neurodisability. Child Care Health Dev 2021; 47:675-684. [PMID: 33942905 DOI: 10.1111/cch.12876] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 02/10/2021] [Accepted: 04/24/2021] [Indexed: 01/26/2023]
Abstract
BACKGROUND Young people with neurodisability experience lower levels of mental wellbeing and are at increased risk of mental illness compared with their non-disabled peers. Social participation is recognized as a protective factor against mental illness and a potential pathway to support better mental wellbeing in neurodisability. METHOD This co-design study involved young people, parents and clinicians. First, possible interventions were identified through a rapid systematic evidence review. Any study designs were considered, which included people with a neurodisability aged 0-18 years, which evaluated a therapy intervention with social participation and mental health outcomes. Titles and abstracts were screened by two reviewers, from the included studies data were extracted and then presented using written summaries. Second, the summaries were discussed and prioritized in stakeholder groups with young people, parents and clinicians. Groups were audio recorded and framework analysis was used to identify and specify intervention elements and their delivery. RESULTS The evidence review identified 13,870 records, from which 43 were included. These records were published 1994-2017 and reported studies with 4-249 participants aged 16 months-18 years with a range of neurodisabilities. Five intervention approaches (social skills training, arts, sports, technology and play) were identified from the review. Two themes emerged from the stakeholder groups: intervention in the real world, feeling judged and feeling safe. The groups prioritized an intervention in real-world social leisure contexts (i.e. existing clubs and groups) using nine key intervention elements (e.g. feedback and positive verbal reinforcement) delivered by club leaders trained by healthcare professionals using five intervention procedures (e.g. a manual and video training). CONCLUSION This study has identified core elements of social participation interventions that may improve mental health outcomes in young people with neurodisability, which should now be tested.
Collapse
Affiliation(s)
- Rob Brooks
- School of Clinical and Applied Sciences, Leeds Beckett University, Leeds, UK
| | - Charlotte Lambert
- School of Clinical and Applied Sciences, Leeds Beckett University, Leeds, UK
| | - Laura Coulthard
- School of Clinical and Applied Sciences, Leeds Beckett University, Leeds, UK
| | - Lindsay Pennington
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
| | - Niina Kolehmainen
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
| |
Collapse
|
22
|
Steinberg S, Shivers CM, Liu T, Cirelli LK, Lense MD. Survey of the Home Music Environment of Children with Various Developmental Profiles. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021; 75:101296. [PMID: 34737486 PMCID: PMC8562654 DOI: 10.1016/j.appdev.2021.101296] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Families with young children with and without developmental disabilities often create a musically rich home environment. Parent-child music engagement, like singing play songs, is associated with positive outcomes for children, parents, and their relationship. However, little is known about if the home music environment differs across diagnostic groups and if parent-child music engagement relates to parent-child affective attachment across families of diagnostically diverse children. Using an online questionnaire, the current study examined the home music environment of 340 families with young children with typical and atypical development. A variety of musical activities were common in all diagnostic groups. Diagnostic groups differed in active musical engagement, potentially relating to the differing phenotypes of various developmental disabilities. Parent-child music engagement was associated with parent-child affective attachment, even when controlling for relevant variables. Promoting musical engagement at home and through parent-child therapy may be an accessible way to support parent-child relationships.
Collapse
Affiliation(s)
- Selena Steinberg
- Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, Nashville, Tennessee 37203, USA
| | - Carolyn M Shivers
- Department of Human Development and Family Science, Virginia Polytechnic Institute and State University, 295 West Campus Drive, Blacksburg, Virginia 24061, USA
| | - Talia Liu
- Department of Otolaryngology-Head and Neck Surgery, Vanderbilt University Medical Center, 1215 21 Avenue South, Nashville, Tennessee 37232, USA
| | - Laura K Cirelli
- Department of Psychology, University of Toronto Scarborough, 1265 Military Trail, Toronto, Ontario, M1C 1A4, Canada
| | - Miriam D Lense
- Department of Otolaryngology-Head and Neck Surgery, Vanderbilt University Medical Center, 1215 21 Avenue South, Nashville, Tennessee 37232, USA
| |
Collapse
|
23
|
Carpente J, Casenhiser DM, Kelliher M, Mulholland J, Sluder HL, Crean A, Cerruto A. The impact of imitation on engagement in minimally verbal children with autism during improvisational music therapy. NORDIC JOURNAL OF MUSIC THERAPY 2021. [DOI: 10.1080/08098131.2021.1924843] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- John Carpente
- Rebecca Center for Music Therapy at Molloy College, Rockville Centre, NY, USA
| | - Devin M. Casenhiser
- Department of Audiology & Speech Pathology, University of Tennessee Health Science Center, Knoxville, TN, USA
| | - Michael Kelliher
- Rebecca Center for Music Therapy at Molloy College, Rockville Centre, NY, USA
| | - Jill Mulholland
- Rebecca Center for Music Therapy at Molloy College, Rockville Centre, NY, USA
| | - H. Logan Sluder
- Department of Audiology & Speech Pathology, University of Tennessee Health Science Center, Knoxville, TN, USA
| | - Anne Crean
- Rebecca Center for Music Therapy at Molloy College, Rockville Centre, NY, USA
| | - Audra Cerruto
- Rebecca Center for Music Therapy at Molloy College, Rockville Centre, NY, USA
| |
Collapse
|
24
|
Mayer-Benarous H, Benarous X, Vonthron F, Cohen D. Music Therapy for Children With Autistic Spectrum Disorder and/or Other Neurodevelopmental Disorders: A Systematic Review. Front Psychiatry 2021; 12:643234. [PMID: 33897497 PMCID: PMC8062803 DOI: 10.3389/fpsyt.2021.643234] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/17/2020] [Accepted: 03/11/2021] [Indexed: 11/24/2022] Open
Abstract
Background: Several studies have reported contradictory results regarding the benefits of music interventions in children and adolescents with neurodevelopmental disorders (NDDs), including autism spectrum disorder (ASD). Methods: We performed a systematic review according to the PRISMA guidelines. We searched the Cochrane, PubMed and Medline databases from January 1970 to September 2020 to review all empirical findings, except case reports, measuring the effect of music therapy on youths with ASD, intellectual disability (ID), communication disorder (CD), developmental coordination disorder (DCD), specific learning disorder, and attention/deficit hyperactivity disorder (ADHD). Results: Thirty-nine studies (N = 1,774 participants) were included in this review (ASD: n = 22; ID: n = 7; CD and dyslexia: n = 5; DCD: n = 0; ADHD: n = 5 studies). Two main music therapies were used: educational music therapy and improvisational music therapy. A positive effect of educational music therapy on patients with ASD was reported in most controlled studies (6/7), particularly in terms of speech production. A positive effect of improvisational music therapy was reported in most controlled studies (6/8), particularly in terms of social functioning. The subgroup of patients with both ASD and ID had a higher response rate. Data are lacking for children with other NDDs, although preliminary evidence appears encouraging for educational music therapy in children with dyslexia. Discussion: Improvisational music therapy in children with NDDs appears relevant for individuals with both ASD and ID. More research should be encouraged to explore whether oral and written language skills may improve after educational music therapy, as preliminary data are encouraging.
Collapse
Affiliation(s)
- Hanna Mayer-Benarous
- Department of Child and Adolescent Psychiatry, APHP.SU, Pitié-Salpêtrière Hospital, Paris, France
| | - Xavier Benarous
- Department of Child and Adolescent Psychopathology, Amiens University Hospital, Amiens, France
- INSERM Unit U1105 Research Group for Analysis of the Multimodal Cerebral Function, University of Picardy Jules Verne (UPJV), Amiens, France
| | | | - David Cohen
- Department of Child and Adolescent Psychiatry, APHP.SU, Pitié-Salpêtrière Hospital, Paris, France
- CNRS UMR 7222, Institute for Intelligent Systems and Robotics, Sorbonne University, Paris, France
| |
Collapse
|
25
|
Cole LP, Henechowicz TL, Kang K, Pranjić M, Richard NM, Tian GLJ, Hurt-Thaut C. Neurologic Music Therapy via Telehealth: A Survey of Clinician Experiences, Trends, and Recommendations During the COVID-19 Pandemic. Front Neurosci 2021; 15:648489. [PMID: 33897362 PMCID: PMC8060694 DOI: 10.3389/fnins.2021.648489] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2020] [Accepted: 03/09/2021] [Indexed: 11/28/2022] Open
Abstract
This cross-sectional survey investigated the transition of Neurologic Music Therapy (NMT) services from in-person (pre-COVID-19) to telehealth (since COVID-19) to (1) determine whether the use of an NMT paradigm contributes to the successful transition of therapy services to telehealth, (2) identify which NMT domains and techniques are transferable from in-person to telehealth, (3) identify whether there are differences in the transition of NMT services across different employment settings, and (4) evaluate the potential benefits and challenges of telehealth NMT. An online survey comprised of 49 closed and open-ended questions was distributed by the Academy of Neurologic Music Therapy to 2,778 NMT affiliates worldwide. The survey sought information on demographics, telehealth perceptions, technology, assessment, clinical practice, safety, and caregiver involvement. Quantitative and qualitative analyses were applied. Eighty-one participants answered the survey and the 69 who completed the survey in its entirety were included in the analysis. Results indicated that the frequency of NMT technique usage had no impact on the overall number of clinical hours retained over telehealth. Correlation analysis revealed an association between more frequent NMT usage and perceived likelihood of using telehealth in the future (i.e., once COVID-19 is no longer a major threat), as well as with fewer group sessions lost over telehealth. All NMT domains transferred to telehealth, although within the sensorimotor domain, fewer therapists implemented rhythmic auditory stimulation for telehealth sessions compared to in-person. Overall, NMTs had fewer hours for telehealth compared to in-person regardless of employment setting. Technological challenges were notable drawbacks, while major benefits included the ability to continue providing NMT when in-person sessions were not possible, increased accessibility for remote clients, and positive outcomes related to increased caregiver involvement. Based on the results, our recommendations for implementing telehealth in Neurologic Music Therapy include integrating telehealth into routine care, mitigating safety concerns, identifying those who could benefit most from remote delivery, involving caregivers, and developing/sharing resources for telehealth NMT.
Collapse
Affiliation(s)
- Lauren Patricia Cole
- Music and Health Science Research Collaboratory, Faculty of Music, University of Toronto, Toronto, ON, Canada
| | - Tara Lynn Henechowicz
- Music and Health Science Research Collaboratory, Faculty of Music, University of Toronto, Toronto, ON, Canada
| | - Kyurim Kang
- Music and Health Science Research Collaboratory, Faculty of Music, University of Toronto, Toronto, ON, Canada
| | - Marija Pranjić
- Music and Health Science Research Collaboratory, Faculty of Music, University of Toronto, Toronto, ON, Canada
| | - Nicole Marie Richard
- Music and Health Science Research Collaboratory, Faculty of Music, University of Toronto, Toronto, ON, Canada
| | - Gloria L J Tian
- Music and Health Science Research Collaboratory, Faculty of Music, University of Toronto, Toronto, ON, Canada
| | - Corene Hurt-Thaut
- Music and Health Science Research Collaboratory, Faculty of Music, University of Toronto, Toronto, ON, Canada
| |
Collapse
|
26
|
Marquez-Garcia AV, Magnuson J, Morris J, Iarocci G, Doesburg S, Moreno S. Music Therapy in Autism Spectrum Disorder: a Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00246-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
27
|
Bottema-Beutel K, Crowley S, Sandbank M, Woynaroski TG. Adverse event reporting in intervention research for young autistic children. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 25:322-335. [PMID: 33076682 PMCID: PMC7870528 DOI: 10.1177/1362361320965331] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
LAY ABSTRACT In this study, we looked at published research on interventions for young autistic children that did not involve administering medication. We were interested in determining how often studies reported on whether adverse events (i.e. physical or psychological distress to the participants) or adverse effects (i.e. adverse events that are thought to be caused by the intervention) had occurred. We found that of the 150 reports we examined, only 11 mentioned adverse events. One of these studies reported adverse events occurred, and three reported that adverse effects occurred. We also reviewed the studies to examine the reasons that were given to explain why any participants dropped out of the intervention (termed "withdrawal"), to determine if any of these reasons could be considered adverse events or adverse effects. Fifty-four studies described reasons for withdrawal, and 10 of these studies had reasons that could be categorized as an adverse event, 8 studies had reasons that could be categorized as an adverse effect, and an additional 12 studies had reasons that were too vaguely described to determine whether they were adverse events or not. We recommend that autism intervention researchers develop more systematic methods of looking for and reporting adverse events and effects, so that professionals and families can be better informed when choosing to enroll their autistic children in interventions.
Collapse
Affiliation(s)
| | - Shannon Crowley
- Boston College, Lynch School of Education and Human Development
| | | | - Tiffany G. Woynaroski
- Vanderbilt University Medical Center, Vanderbilt Brain Institute, Vanderbilt Kennedy Center
| |
Collapse
|
28
|
Lense MD, Beck S, Liu C, Pfeiffer R, Diaz N, Lynch M, Goodman N, Summers A, Fisher MH. Parents, Peers, and Musical Play: Integrated Parent-Child Music Class Program Supports Community Participation and Well-Being for Families of Children With and Without Autism Spectrum Disorder. Front Psychol 2020; 11:555717. [PMID: 33192810 PMCID: PMC7662132 DOI: 10.3389/fpsyg.2020.555717] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2020] [Accepted: 09/22/2020] [Indexed: 01/23/2023] Open
Abstract
Opportunities for meaningful community participation may influence the development and well-being of individuals with autism spectrum disorder (ASD) and their families as well as impact how community members perceive and understand ASD. In the current study, we aimed to understand how a parent-child integrated music class program could be used to promote community participation and family well-being. Caregivers of preschoolers (2-5 years of age) with ASD and those of peer children with typical development (TD) were interviewed about their participation in a parent-child integrated music class program. Thematic analysis of interviews revealed that all caregivers viewed program participation as positive. Caregivers emphasized increasing connections within families, such as through strengthening parent-child bonds, as well as connections across families, including increased understanding of ASD and sensitivity to the experience of parenting. Many caregivers perceived the class as supporting their parenting and impacting their children's behavior in meaningful ways. Interview themes were supported by measures of caregiver and child program receipt, including questionnaires about family music engagement throughout their time in the class program and behavioral coding of children's engagement during music classes. Findings suggest that integrated community experiences such as parent-child music classes may impact whole family well-being, highlighting the value of integrated community participation experiences at the level of the family system. Parent-child music classes may provide a productive and accessible context for supporting integrated community experiences.
Collapse
Affiliation(s)
- Miriam D. Lense
- Vanderbilt University Medical Center, Nashville, TN, United States
- Vanderbilt University, Nashville, TN, United States
| | - Sara Beck
- Vanderbilt University, Nashville, TN, United States
- Randolph College, Lynchburg, VA, United States
| | - Christina Liu
- Vanderbilt University Medical Center, Nashville, TN, United States
- Michigan State University, East Lansing, MI, United States
| | | | - Nicole Diaz
- Vanderbilt University, Nashville, TN, United States
| | - Megan Lynch
- Vanderbilt University, Nashville, TN, United States
| | - Nia Goodman
- Vanderbilt University, Nashville, TN, United States
| | - Adam Summers
- Belmont University, Nashville, TN, United States
| | | |
Collapse
|
29
|
Boorom O, Muñoz V, Xin R, Watson M, Lense M. Parental Responsiveness During Musical and Non-Musical Engagement in Preschoolers with ASD. RESEARCH IN AUTISM SPECTRUM DISORDERS 2020; 78:101641. [PMID: 33072181 PMCID: PMC7561024 DOI: 10.1016/j.rasd.2020.101641] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
BACKGROUND Parent-child play interactions offer an important avenue for supporting social development in children with autism spectrum disorder (ASD). Musical play is a natural and ubiquitous form of parent-child play. As a familiar, reinforcing, and predictable activity, musical play may support parent-child interactions by scaffolding children's attention to the play activities, while also providing parents with a familiar and accessible context to promote parental responsiveness. However, musical play may also impede interactions due to its sensory and repetitive components. METHOD 12 parent-child dyads of preschoolers with ASD were video-recorded during a ten-minute play session that included musical and non-musical toys. Interactions were coded for parent and child musical engagement, as well as parental responsiveness. RESULTS Parent-child dyads varied in their amount of musical engagement during play, which was not related to children's language level. Overall, parents showed similar levels of responsiveness to children's play across musical and non-musical activities, but type of parental responsiveness differed depending on the play context. Parents provided significantly more physical play responses and significantly fewer verbal responses during musical vs. non-musical engagement with their child. CONCLUSIONS There are substantial individual differences in children with ASD's musical engagement during a parent-child free play. Children's musical engagement impacted type of parental responsiveness, which may relate to the familiarity, accessibility, and sensory nature of musical play/toys. Results suggest that musical play/toys can both support and hinder different types of parental responsiveness with implications for incorporation of musical activities into interventions.
Collapse
Affiliation(s)
- Olivia Boorom
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Valerie Muñoz
- Department of Otolaryngology and Head and Neck Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Rongyu Xin
- Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Meredith Watson
- Department of Otolaryngology and Head and Neck Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Miriam Lense
- Department of Otolaryngology and Head and Neck Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, USA
| |
Collapse
|
30
|
Parent-Mediated Music Interventions with Children with ASD: a Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00219-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
31
|
Meilleur A, Foster NEV, Coll SM, Brambati SM, Hyde KL. Unisensory and multisensory temporal processing in autism and dyslexia: A systematic review and meta-analysis. Neurosci Biobehav Rev 2020; 116:44-63. [PMID: 32544540 DOI: 10.1016/j.neubiorev.2020.06.013] [Citation(s) in RCA: 34] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2019] [Revised: 06/01/2020] [Accepted: 06/08/2020] [Indexed: 12/28/2022]
Abstract
This study presents a comprehensive systematic review and meta-analysis of temporal processing in autism spectrum disorder (ASD) and developmental dyslexia (DD), two neurodevelopmental disorders in which temporal processing deficits have been highly researched. The results provide strong evidence for impairments in temporal processing in both ASD (g = 0.48) and DD (g = 0.82), as measured by judgments of temporal order and simultaneity. In individual analyses, multisensory temporal processing was impaired for both ASD and DD, and unisensory auditory, visual and tactile processing were all impaired in DD. In ASD, speech stimuli showed moderate impairment effect sizes, whereas nonspeech stimuli showed small effects. Greater reading and spelling skills in DD were associated with greater temporal precision. Temporal deficits did not show changes with age in either disorder. In addition to more clearly defining temporal impairments in ASD and DD, the results highlight common and distinct patterns of temporal processing between these disorders. Deficits are discussed in relation to existing theoretical models, and recommendations are made for future research.
Collapse
Affiliation(s)
- Alexa Meilleur
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada.
| | - Nicholas E V Foster
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| | - Sarah-Maude Coll
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| | - Simona M Brambati
- Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada; Centre de Recherche de l'Institut Universitaire de Gériatrie de Montréal, 4545 Chemin Queen Mary, Montréal, QC, H3W 1W4, Canada
| | - Krista L Hyde
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| |
Collapse
|
32
|
Sandbank M, Bottema-Beutel K, Crowley S, Cassidy M, Feldman JI, Canihuante M, Woynaroski T. Intervention Effects on Language in Children With Autism: A Project AIM Meta-Analysis. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1537-1560. [PMID: 32384865 PMCID: PMC7842122 DOI: 10.1044/2020_jslhr-19-00167] [Citation(s) in RCA: 36] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2019] [Revised: 10/31/2019] [Accepted: 01/15/2020] [Indexed: 05/10/2023]
Abstract
Purpose This study synthesized effects of interventions on language outcomes of young children (ages 0-8 years) with autism and evaluated the extent to which summary effects varied by intervention, participant, and outcome characteristics. Method A subset of effect sizes gathered for a larger meta-analysis (the Autism Intervention Meta-analysis or Project AIM) examining the effects of interventions for young children with autism, which were specific to language outcomes, was analyzed. Robust variance estimation and metaregression were used to calculate summary and moderated effects while controlling for intercorrelation among outcomes within studies. Results A total of 221 outcomes were gathered from 60 studies. The summary effect of intervention on language outcomes was small but significant. Summary effects were larger for expressive and composite language outcomes compared to receptive language outcomes. Interventions implemented by clinicians, or by clinicians and caregivers together, had summary effects that were significantly larger than interventions implemented by caregivers alone. Participants' pretreatment language age equivalent scores positively and significantly moderated intervention effects, such that effects were significantly larger on average when samples of children had higher pretreatment language levels. Effects were not moderated by cumulative intervention intensity, intervention type, autism symptomatology, chronological age, or the proximity or boundedness of outcomes. Study quality concerns were apparent for a majority of included outcomes. Conclusions We found evidence that intervention can facilitate improvements in language outcomes for young children with autism. Effects were largest for expressive and composite language outcomes, for children with initially higher language abilities, and for interventions implemented by clinicians or by caregivers and clinicians combined. However, quality concerns of included studies and borderline significance of some results temper our conclusions regarding intervention effectiveness and corresponding moderators.
Collapse
Affiliation(s)
| | | | - Shannon Crowley
- Lynch School of Education and Human Development, Boston College, MA
| | - Margaret Cassidy
- College of Arts and Sciences, Vanderbilt University, Nashville, TN
| | - Jacob I. Feldman
- Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN
| | | | - Tiffany Woynaroski
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Vanderbilt Kennedy Center, Vanderbilt Brain Institute, Nashville, TN
| |
Collapse
|
33
|
Annesley L, McKeown E, Curtis-Tyler K. Parents’ perspectives on their children’s music therapy: A synthesis of qualitative literature. BRITISH JOURNAL OF MUSIC THERAPY 2020. [DOI: 10.1177/1359457520907636] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
There is no existing qualitative synthesis of the music therapy literature on parents’ perspectives on their children’s music therapy. This study seeks to fill this gap, motivated by the first author’s experiences as a clinician/researcher. A systematic search of health databases, hand searches of key journals and searches of doctoral theses were undertaken to identify relevant studies. Thirteen studies which met inclusion criteria, including a total of 102 participants, were identified. Relevant data were extracted from these studies for comparison and analysis, with quality of studies assessed using the CASP appraisal tool. Findings were analysed following procedures of thematic synthesis. Six descriptive themes were grouped into three analytic themes: Parents perceived positive impacts of music therapy on their children; parents experienced music therapy as a nurturing environment for themselves and their children; and some parents experienced challenges to their engagement with music therapy. Most studies (12/13) explored parents’ perceptions of music therapy where they were included in sessions. The findings identify positive perceptions of family-centred models of music therapy for children and parents. Parents’ perceptions of children were altered positively through experiencing them in new ways in music therapy. Parents also perceived positive outcomes for their children. These findings identify an emphasis in the qualitative literature on parents’ perceptions on research into music therapy which includes parents in sessions. Only one study explored perceptions of a model where parents were not present during their child’s sessions. More research is needed into parents’ perceptions of music therapy where parents are not present during sessions. Further intervention studies into family-centred models of music therapy with children are also recommended.
Collapse
Affiliation(s)
- Luke Annesley
- City University London, UK; University of the West of England, UK
| | | | | |
Collapse
|
34
|
Epstein S, Elefant C, Thompson G. Music Therapists' Perceptions of the Therapeutic Potentials Using Music When Working With Verbal Children on the Autism Spectrum: A Qualitative Analysis. J Music Ther 2020; 57:66-90. [PMID: 31815286 DOI: 10.1093/jmt/thz017] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
While there are numerous descriptions of the use of music and its therapeutic potential by music therapists working with nonverbal children on the autism spectrum, only limited literature focuses on exploring how music therapists use music and perceive its therapeutic potential when working with children on the spectrum who have verbal skills. This qualitative study aimed to explore music therapists' descriptions of the use of music and its therapeutic potential in their work with children on the autism spectrum who have verbal skills. Semi-structured interviews were conducted with six qualified music therapists from Israel and then analyzed according to the principles of interpretative phenomenological analysis (IPA). Three main themes were identified: (a) musical infrastructure, which describes how the music therapists facilitated musical experiences to support the children's ability to regulate their arousal, attention and emotions; (b) the meeting point between musical and verbal playfulness, which reflects the music therapists' beliefs about how musical experiences add vitality and support the development of both verbal and nonverbal imaginative play; and (c) musical responses, which describes the different ways music therapists use their voice and songs to interact musically with verbal children. The experiences described by the participants emphasize the importance of the therapist musically attuning to the child's emotional, physiological, creative, and playful qualities, even when the child has verbal skills. These musical interactions help to create a shared experience between the child and therapist that are perceived to help the child's different forms of regulation, continuity, and vitality within the play.
Collapse
Affiliation(s)
- Shulamit Epstein
- School for Creative Arts Therapies, University of Haifa, Haifa and Levinsky College of Education, Tel Aviv, Israel
| | - Cochavit Elefant
- School for Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Grace Thompson
- Melbourne Conservatorium of Music, University of Melbourne, Melbourne, Victoria, Australia
| |
Collapse
|
35
|
Brancatisano O, Baird A, Thompson WF. Why is music therapeutic for neurological disorders? The Therapeutic Music Capacities Model. Neurosci Biobehav Rev 2020; 112:600-615. [PMID: 32050086 DOI: 10.1016/j.neubiorev.2020.02.008] [Citation(s) in RCA: 46] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2019] [Revised: 02/04/2020] [Accepted: 02/08/2020] [Indexed: 12/19/2022]
Abstract
Music has cognitive, psychosocial, behavioral and motor benefits for people with neurological disorders such as dementia, stroke, Parkinson's disease (PD) and Autism Spectrum Disorder (ASD). Here we discuss seven properties or 'capacities' of music that interact with brain function and contribute to its therapeutic value. Specifically, in its various forms, music can be engaging, emotional, physical, personal, social and persuasive, and it promotes synchronization of movement. We propose the Therapeutic Music Capacities Model (TMCM), which links individual properties of music to therapeutic mechanisms, leading to cognitive, psychosocial, behavioral and motor benefits. We review evidence that these capacities have reliable benefits for people with dementia, stroke, PD and ASD when employed separately or in combination. The model accounts for the profound value that music affords human health and well-being and provides a framework for the development of non-pharmaceutical treatments for neurological disorders.
Collapse
Affiliation(s)
- Olivia Brancatisano
- Department of Psychology and Centre for Ageing, Cognition, and Wellbeing, Macquarie University, Sydney, Australia
| | - Amee Baird
- Department of Psychology and Centre for Ageing, Cognition, and Wellbeing, Macquarie University, Sydney, Australia
| | - William Forde Thompson
- Department of Psychology and Centre for Ageing, Cognition, and Wellbeing, Macquarie University, Sydney, Australia.
| |
Collapse
|
36
|
Naveed S, Waqas A, Amray AN, Memon RI, Javed N, Tahir MA, Ghozy S, Jahan N, Khan AS, Rahman A. Implementation and effectiveness of non-specialist mediated interventions for children with Autism Spectrum Disorder: A systematic review and meta-analysis. PLoS One 2019; 14:e0224362. [PMID: 31703073 PMCID: PMC6839885 DOI: 10.1371/journal.pone.0224362] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Accepted: 10/13/2019] [Indexed: 01/18/2023] Open
Abstract
INTRODUCTION In recent years, several non-specialist mediated interventions have been developed and tested to address problematic symptoms associated with autism. These can be implemented with a fraction of cost required for specialist delivered interventions. This review represents a robust evidence of clinical effectiveness of these interventions in improving the social, motor and communication deficits among children with autism. METHODS An electronic search was conducted in eight academic databases from their inception to 31st December 2018. A total of 31 randomized controlled trials were published post-2010 while only 2 were published prior to it. Outcomes pertaining to communication, social skills and caregiver-child relationship were meta-analyzed when reported in > 2 studies. RESULTS A significant improvement was noted in child distress (SMD = 0.55), communication (SMD = 0.23), expressive language (SMD = 0.47), joint engagement (SMD = 0.63), motor skills (SMD = 0.25), parental distress (SMD = 0.33) parental self-efficacy (SMD = 0.42) parent-child relationship (SMD = 0.67) repetitive behaviors (SMD = 0.33), self-regulation (SMD = 0.54), social skills (SMD = 0.53) symptom severity (SMD = 0.44) and visual reception (SMD = 0.29). CONCLUSION Non-specialist mediated interventions for autism spectrum disorder demonstrate effectiveness across a range of outcomes for children with autism and their caregivers.
Collapse
Affiliation(s)
- Sadiq Naveed
- Kansas University Medical Center, Kansas City, Kansas, United States of America
| | - Ahmed Waqas
- Human Development Research Foundation, Rawalpindi, Pakistan
| | | | | | - Nisma Javed
- Services Institute of medical sciences, Lahore, Pakistan
| | - Muhammad Annas Tahir
- Kingsbrook Jewish Medical Center, New York City, New York, United States of America
| | - Sherief Ghozy
- Neurosurgery Department, El-Sheikh Zayed Specialized Hospital, Giza, Egypt
| | - Nusrat Jahan
- Rush University Medical Center, Chicago, IL, United States of America
| | - Anum Saeed Khan
- Westchester Medical Center-New York Medical College, Valhalla, NY, United States of America
| | - Atif Rahman
- University of Liverpool, Liverpool, England, United Kingdom
| |
Collapse
|
37
|
Music therapy for children with autism: investigating social behaviour through music. THE LANCET CHILD & ADOLESCENT HEALTH 2019; 3:759-761. [DOI: 10.1016/s2352-4642(19)30265-2] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2019] [Accepted: 07/29/2019] [Indexed: 01/06/2023]
|
38
|
Quintin EM. Music-Evoked Reward and Emotion: Relative Strengths and Response to Intervention of People With ASD. Front Neural Circuits 2019; 13:49. [PMID: 31619969 PMCID: PMC6759939 DOI: 10.3389/fncir.2019.00049] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2018] [Accepted: 07/16/2019] [Indexed: 12/26/2022] Open
Abstract
This review presents research findings showing that music is a unique domain to assess perception, reward, emotion, and associated physiological reactions and neural circuitry of people with autism spectrum disorder (ASD). There is growing evidence, reported in several studies in this review article, indicating that music is a relative strength of people with ASD including musical pitch perception, musical memory, and identification of music-evoked emotions. Listening to music activates neural circuits of reward and emotion response, which are described. Research presented shows adults with ASD also activate these systems when listening to music, although there may be developmental differences in the physiological and neural response to music in childhood and adolescence alongside typical behavioral response. Nonetheless, studies reviewed lend support to the use of music therapy and education for people with ASD, specifically to improve social skills and communication. Neural correlates of response to music therapy and education are also discussed. Taken together, findings reviewed provide evidence for music as a strength-based approach for ASD to assess reward and emotion response and as a powerful tool for intervention.
Collapse
Affiliation(s)
- Eve-Marie Quintin
- Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada
| |
Collapse
|
39
|
Cheung AT, Li WHC, Ho LLK, Ho KY, Lam KKW, Chung OK. Effectiveness of a musical training programme in promoting happiness and quality of life of underprivileged preschool children. J Clin Nurs 2019; 28:4412-4423. [PMID: 31410919 DOI: 10.1111/jocn.15023] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2019] [Revised: 07/10/2019] [Accepted: 08/04/2019] [Indexed: 01/10/2023]
Abstract
AIMS AND OBJECTIVES To test the effectiveness of a musical training programme in promoting happiness and quality of life of Hong Kong Chinese underprivileged preschool children. BACKGROUND The impact of poverty and income disparity on the psychological well-being of children remains a profound global public health concern. There is substantial evidence that poverty and income disparity have many negative impacts on children's psychological well-being, adversely affecting their quality of life. METHODS A nonequivalent, quasi-experimental, two-group, pretest and post-test, between-subjects design was conducted with 171 Hong Kong Chinese underprivileged preschool children (aged 3-6 years). Participants (n = 100) in the experimental group attended a weekly 1-hr musical training lesson for 12 weeks conducted by the Music Children Foundation. Participants (n = 71) in the wait list control group received the same training after all data had been collected. Data collection for both groups was conducted at baseline and 12-week follow-up. The measured outcomes were happiness level and quality of life. A TREND checklist was completed. RESULTS Participants in the experimental group reported significantly higher levels of happiness (p = .002) and quality of life (p = .44) than those in the wait list control group. CONCLUSIONS The present study indicates the effectiveness of a musical training programme in promoting happiness and quality of life of Hong Kong Chinese underprivileged preschool children. It also demonstrated the feasibility of implementing the programme in a community context. RELEVANCE TO CLINICAL PRACTICE This study aids to inform nurses the beneficial effect of the musical training programme in improving underprivileged children's psychological well-being and quality of life. Indeed, community nurses may act as facilitators to promote the musical training programme to underprivileged children. The involvement of community nurses may greatly enhance the sustainability of the programme, thus making it to be a routine health promotion activity.
Collapse
Affiliation(s)
- Ankie Tan Cheung
- School of Nursing, The University of Hong Kong, Hong Kong, Hong Kong
| | | | | | - Ka Yan Ho
- School of Nursing, The University of Hong Kong, Hong Kong, Hong Kong
| | | | - Oi Kwan Chung
- School of Nursing, The University of Hong Kong, Hong Kong, Hong Kong
| |
Collapse
|
40
|
Hernandez-Ruiz E. Parent coaching of music interventions for children with ASD: A conceptual framework. NORDIC JOURNAL OF MUSIC THERAPY 2019. [DOI: 10.1080/08098131.2019.1647447] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
|
41
|
Factor RS, Ollendick TH, Cooper LD, Dunsmore JC, Rea HM, Scarpa A. All in the Family: A Systematic Review of the Effect of Caregiver-Administered Autism Spectrum Disorder Interventions on Family Functioning and Relationships. Clin Child Fam Psychol Rev 2019; 22:433-457. [DOI: 10.1007/s10567-019-00297-x] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
42
|
Colegrove VM, Havighurst SS, Kehoe CE. Emotion regulation during conflict interaction after a systemic music intervention: Understanding changes for parents with a trauma history and their adolescent. NORDIC JOURNAL OF MUSIC THERAPY 2019. [DOI: 10.1080/08098131.2019.1616807] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Affiliation(s)
- Vivienne M. Colegrove
- Mindful Centre for Training and Research in Developmental Health, University of Melbourne, Melbourne, Australia
| | - Sophie S. Havighurst
- Mindful Centre for Training and Research in Developmental Health, University of Melbourne, Melbourne, Australia
| | - Christiane E. Kehoe
- Mindful Centre for Training and Research in Developmental Health, University of Melbourne, Melbourne, Australia
| |
Collapse
|
43
|
Johnston D, Egermann H, Kearney G. Innovative computer technology in music-based interventions for individuals with autism moving beyond traditional interactive music therapy techniques. COGENT PSYCHOLOGY 2018. [DOI: 10.1080/23311908.2018.1554773] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
- Daniel Johnston
- Communications & Signal Processing Research Group, Department of Electronic Engineering, University of York, York, UK
| | - Hauke Egermann
- York Music Psychology Group, Music Science and Technology Research Cluster, Department of Music, University of York, York, UK
| | - Gavin Kearney
- Communications & Signal Processing Research Group, Department of Electronic Engineering, University of York, York, UK
| |
Collapse
|
44
|
Salomon-Gimmon M, Elefant C. Development of vocal communication in children with autism spectrum disorder during improvisational music therapy. NORDIC JOURNAL OF MUSIC THERAPY 2018. [DOI: 10.1080/08098131.2018.1529698] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
| | - Cochavit Elefant
- School of Creative Arts Therapies, University of Haifa, Haifa, Israel
| |
Collapse
|
45
|
Su Maw S, Haga C. Effectiveness of cognitive, developmental, and behavioural interventions for Autism Spectrum Disorder in preschool-aged children: A systematic review and meta-analysis. Heliyon 2018; 4:e00763. [PMID: 30211331 PMCID: PMC6129682 DOI: 10.1016/j.heliyon.2018.e00763] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2018] [Revised: 07/04/2018] [Accepted: 08/24/2018] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND Autism spectrum disorder (ASD) is characterised by significant impairment in social communication and the presence of restrictive and repetitive behaviour or interest. Intervention during early childhood could decrease ASD symptoms. We aimed to identify the most effective intervention based on cognitive, developmental, and behavioural approaches and the factors that impact the effectiveness of the intervention. METHODS We performed a systematic review and meta-analysis of existing interventions for ASD in preschool-aged children. Electronic databases were searched for related articles with randomised controlled trial (RCT) designs published between 2001 to 2015. Outcome measures were communication, behavioural and cognitive skills, reported as standardised mean differences (SMD) compared to a control group. A Random-effects model was utilised to calculate the pooled estimate effect. Between-study variability was also assessed. The registering number of this study is CRD42017035354. FINDINGS Out of the initial 5174 studies that were identified, there were 14 RCTs (746 children) that were included in the final systematic review and meta-analysis. Pooled estimate effect provided by random-effects model was 0.23 (95% confidence interval, CI [0.08-0.37]) with no between-study heterogeneity (I2 = 0.00%, p = 0.0018). Three studies of music therapy interventions provided the greatest outcome effects with a shorter duration and lower intensity. SMD for music therapies ranged from 0.40 to 0.62 with 95% CI [0.22 to 1.85]. The quality of the health care provider, the duration, and the intensity of intervention played an important role in the effectiveness of the intervention. INTERPRETATION Music therapy appears to be an effective tool for improving social interaction in preschool-aged children with ASD. However, more evidence-based trials are required to further validate the effectiveness of music therapy in ASD.
Collapse
Affiliation(s)
- Su Su Maw
- Graduate School of Health Sciences, Okayama University, Shikata cho, Kita-ku, 700-8558, Okayama city, Japan
| | | |
Collapse
|
46
|
Zyga O, Russ SW, Meeker H, Kirk J. A preliminary investigation of a school-based musical theater intervention program for children with intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2018; 22:262-278. [PMID: 28355942 DOI: 10.1177/1744629517699334] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
The presence of an intellectual disability may cause a child to have significant deficits in social skills and emotion regulation abilities across development. A vital next step is to find interventions that can be delivered in the school environment and across disability categories that target socioemotional factors. The current study investigated the feasibility of delivering a school-based musical theater program to students with intellectual disability across a range of school settings. A within-group repeated-measures design was used to analyze pre- and post-video recordings of the intervention program, which were coded for six domains of socioemotional ability across all participants ( n = 47). Results showed that significant gains across all domains were observed. However, these gains related to school- and individual-level student factors, such as grade level, severity of disability, and baseline social skill ability.
Collapse
Affiliation(s)
- Olena Zyga
- Case Western Reserve University, Cleveland, OH, USA
| | | | | | - Jodi Kirk
- The Musical Theater Project, Cleveland, OH, USA
| |
Collapse
|
47
|
Crawford MJ, Gold C, Odell-Miller H, Thana L, Faber S, Assmus J, Bieleninik Ł, Geretsegger M, Grant C, Maratos A, Sandford S, Claringbold A, McConachie H, Maskey M, Mössler KA, Ramchandani P, Hassiotis A. International multicentre randomised controlled trial of improvisational music therapy for children with autism spectrum disorder: TIME-A study. Health Technol Assess 2018; 21:1-40. [PMID: 29061222 DOI: 10.3310/hta21590] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023] Open
Abstract
BACKGROUND Preliminary studies have indicated that music therapy may benefit children with autism spectrum disorders (ASD). OBJECTIVES To examine the effects of improvisational music therapy (IMT) on social affect and responsiveness of children with ASD. DESIGN International, multicentre, three-arm, single-masked randomised controlled trial, including a National Institute for Health Research (NIHR)-funded centre that recruited in London and the east of England. Randomisation was via a remote service using permuted blocks, stratified by study site. SETTING Schools and private, voluntary and state-funded health-care services. PARTICIPANTS Children aged between 4 and 7 years with a confirmed diagnosis of ASD and a parent or guardian who provided written informed consent. We excluded children with serious sensory disorder and those who had received music therapy within the past 12 months. INTERVENTIONS All parents and children received enhanced standard care (ESC), which involved three 60-minute sessions of advice and support in addition to treatment as usual. In addition, they were randomised to either one (low-frequency) or three (high-frequency) sessions of IMT per week, or to ESC alone, over 5 months in a ratio of 1 : 1 : 2. MAIN OUTCOME MEASURES The primary outcome was measured using the social affect score derived from the Autism Diagnostic Observation Schedule (ADOS) at 5 months: higher scores indicated greater impairment. Secondary outcomes included social affect at 12 months and parent-rated social responsiveness at 5 and 12 months (higher scores indicated greater impairment). RESULTS A total of 364 participants were randomised between 2011 and 2015. A total of 182 children were allocated to IMT (90 to high-frequency sessions and 92 to low-frequency sessions), and 182 were allocated to ESC alone. A total of 314 (86.3%) of the total sample were followed up at 5 months [165 (90.7%) in the intervention group and 149 (81.9%) in the control group]. Among those randomised to IMT, 171 (94.0%) received it. From baseline to 5 months, mean scores of ADOS social affect decreased from 14.1 to 13.3 in music therapy and from 13.5 to 12.4 in standard care [mean difference: music therapy vs. standard care = 0.06, 95% confidence interval (CI) -0.70 to 0.81], with no significant difference in improvement. There were also no differences in the parent-rated social responsiveness score, which decreased from 96.0 to 89.2 in the music therapy group and from 96.1 to 93.3 in the standard care group over this period (mean difference: music therapy vs. standard care = -3.32, 95% CI -7.56 to 0.91). There were seven admissions to hospital that were unrelated to the study interventions in the two IMT arms compared with 10 unrelated admissions in the ESC group. CONCLUSIONS Adding IMT to the treatment received by children with ASD did not improve social affect or parent-assessed social responsiveness. FUTURE WORK Other methods for delivering music-focused interventions for children with ASD should be explored. TRIAL REGISTRATION Current Controlled Trials ISRCTN78923965. FUNDING This project was funded by the NIHR Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 21, No. 59. See the NIHR Journals Library website for further project information.
Collapse
Affiliation(s)
| | - Christian Gold
- The Grieg Academy Music Therapy Research Centre, Uni Research Health, Bergen, Norway
| | - Helen Odell-Miller
- Music for Health Research Centre, Anglia Ruskin University, Cambridge, UK
| | - Lavanya Thana
- Centre for Psychiatry, Imperial College London, London, UK
| | - Sarah Faber
- Music for Health Research Centre, Anglia Ruskin University, Cambridge, UK
| | - Jörg Assmus
- The Grieg Academy Music Therapy Research Centre, Uni Research Health, Bergen, Norway
| | - Łucja Bieleninik
- The Grieg Academy Music Therapy Research Centre, Uni Research Health, Bergen, Norway
| | - Monika Geretsegger
- The Grieg Academy Music Therapy Research Centre, Uni Research Health, Bergen, Norway
| | - Claire Grant
- Central and North West London NHS Foundation Trust, London, UK
| | - Anna Maratos
- Central and North West London NHS Foundation Trust, London, UK
| | - Stephan Sandford
- Chelsea and Westminster Hospital NHS Foundation Trust, London, UK
| | | | - Helen McConachie
- Institute of Health and Society, Newcastle University, Newcastle upon Tyne, UK
| | - Morag Maskey
- Institute of Neuroscience, Newcastle University, Newcastle upon Tyne, UK
| | - Karin Antonia Mössler
- The Grieg Academy Music Therapy Research Centre, Uni Research Health, Bergen, Norway
| | | | | |
Collapse
|
48
|
Gottfried T, Thompson G, Elefant C, Gold C. Reliability of the Music in Everyday Life (MEL) Scale: A Parent-Report Assessment for Children on the Autism Spectrum. J Music Ther 2018; 55:133-155. [DOI: 10.1093/jmt/thy002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Affiliation(s)
- Tali Gottfried
- M.A.A.T, Music Therapy Program, David-Yelin College, Jerusalem, Israel
| | - Grace Thompson
- Melbourne Conservatorium of Music, the University of Melbourne, Melbourne, Australia
| | - Cochavit Elefant
- School for Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Christian Gold
- GAMUT – The Grieg Academy Music Therapy Research Center, Uni Research Health, Bergen, Norway
| |
Collapse
|
49
|
Trehub SE, Cirelli LK. Precursors to the performing arts in infancy and early childhood. PROGRESS IN BRAIN RESEARCH 2018; 237:225-242. [PMID: 29779736 DOI: 10.1016/bs.pbr.2018.03.008] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Across cultures, aspects of music and dance contribute to everyday life in a variety of ways that do not depend on artistry, aesthetics, or expertise. In this chapter, we focus on precursors to music and dance that are evident in infancy: the underlying perceptual abilities, parent-infant musical interactions that are motivated by nonmusical goals, the consequences of such interactions for mood regulation and social regulation, and the emergence of rudimentary singing and rhythmic movement to music. These precursors to music and dance lay the groundwork for our informal engagement with music throughout life and its continuing effects on mood regulation, affiliation, and well-being.
Collapse
Affiliation(s)
- Sandra E Trehub
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON, Canada.
| | - Laura K Cirelli
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON, Canada
| |
Collapse
|
50
|
French L, Kennedy EMM. Annual Research Review: Early intervention for infants and young children with, or at-risk of, autism spectrum disorder: a systematic review. J Child Psychol Psychiatry 2018; 59:444-456. [PMID: 29052838 DOI: 10.1111/jcpp.12828] [Citation(s) in RCA: 102] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/30/2017] [Indexed: 02/03/2023]
Abstract
BACKGROUND There has been increased interest in early screening and intervention for young children with, or at risk of, autism spectrum disorder (ASD). This has generated a debate about the potential harms versus benefits of early identification and treatment. This review aims to identify the evidence base for early intervention in ASD. METHODS A systematic review searching for randomised controlled trials (RCTs) of interventions for children up to 6 years of age with, or at risk of, ASD was undertaken. Characteristics and outcomes of included studies were collated and described in tabular format, and all included studies were rated according to the Cochrane Risk of Bias Tool. RESULTS Forty-eight RCTs were identified, of which 40 were published since 2010. Most studies (n = 34) were undertaken in the United States. Included RCTs evaluated 32 different models of intervention. If blinding of participants and relevant personnel is overlooked as a source of bias, only six studies met criteria for low risk of bias across all domains of the Cochrane Risk of Bias Tool. The majority of studies had a relatively small sample size with only seven studies having a sample size >100. CONCLUSIONS There has been a substantial increase in the number of RCTs evaluating early interventions in ASD. However, few studies, only 12.5% of the total, were rated as being at low risk of bias. Small sample size, unclear concealment of allocation and lack of clarity in the identification of the active ingredients in a diverse range of differently named treatment models were identified as challenges to the design, conduct and interpretation of studies. Improved co-ordination and design of studies is, therefore, required if future research in the field is to more clearly investigate the effects of early intervention for ASD.
Collapse
Affiliation(s)
- Lorna French
- Children, Young Adults and Families Department, Tavistock Clinic, London, UK
| | - Eilis M M Kennedy
- Children, Young Adults and Families Department, Tavistock Clinic, London, UK.,Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| |
Collapse
|