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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.
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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
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2
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Nguyen T, Flaten E, Trainor LJ, Novembre G. Early social communication through music: State of the art and future perspectives. Dev Cogn Neurosci 2023; 63:101279. [PMID: 37515832 PMCID: PMC10407289 DOI: 10.1016/j.dcn.2023.101279] [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: 04/27/2023] [Revised: 07/03/2023] [Accepted: 07/14/2023] [Indexed: 07/31/2023] Open
Abstract
A growing body of research shows that the universal capacity for music perception and production emerges early in development. Possibly building on this predisposition, caregivers around the world often communicate with infants using songs or speech entailing song-like characteristics. This suggests that music might be one of the earliest developing and most accessible forms of interpersonal communication, providing a platform for studying early communicative behavior. However, little research has examined music in truly communicative contexts. The current work aims to facilitate the development of experimental approaches that rely on dynamic and naturalistic social interactions. We first review two longstanding lines of research that examine musical interactions by focusing either on the caregiver or the infant. These include defining the acoustic and non-acoustic features that characterize infant-directed (ID) music, as well as behavioral and neurophysiological research examining infants' processing of musical timing and pitch. Next, we review recent studies looking at early musical interactions holistically. This research focuses on how caregivers and infants interact using music to achieve co-regulation, mutual engagement, and increase affiliation and prosocial behavior. We conclude by discussing methodological, technological, and analytical advances that might empower a comprehensive study of musical communication in early childhood.
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Affiliation(s)
- Trinh Nguyen
- Neuroscience of Perception and Action Lab, Italian Institute of Technology, Rome, Italy.
| | - Erica Flaten
- Department of Psychology, Neuroscience and Behavior, McMaster University, Hamilton, Canada
| | - Laurel J Trainor
- Department of Psychology, Neuroscience and Behavior, McMaster University, Hamilton, Canada; McMaster Institute for Music and the Mind, McMaster University, Hamilton, Canada; Rotman Research Institute, Baycrest Hospital, Toronto, Canada
| | - Giacomo Novembre
- Neuroscience of Perception and Action Lab, Italian Institute of Technology, Rome, Italy
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3
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Liu T, Schultz BG, Dai D, Liu C, Lense MD. Parent-Child Nonverbal Engagement During Read Versus Sung Book-Sharing in Preschoolers with and without ASD. PSYCHOLOGY OF MUSIC 2022; 50:1721-1739. [PMID: 36381385 PMCID: PMC9648075 DOI: 10.1177/03057356211058781] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Providing natural opportunities that scaffold interpersonal engagement is important for supporting social interactions for young children with Autism spectrum disorder (ASD). Musical activities are often motivating, familiar, and predictable, and may support both children and their interaction partners by providing opportunities for shared social engagement. We assessed multiple facets of nonverbal social engagement - child and caregiver visual attention and interpersonal movement coordination - during musical (song) and non-musical (picture) book-sharing contexts in caregiver-child dyads of preschoolers with (n = 13) and without (n = 16) ASD. Overall, children with ASD demonstrated reduced visual attention during the book sharing activity, as well as reduced movement coordination with their caregivers, compared to children with typical development. Children in both diagnostic groups, as well as caregivers, demonstrated greater visual attention (gaze toward the activity and/or social partner) during song books compared to picture books. Visual attention behavior was correlated between children and caregivers in the ASD group but only in the song book condition. Findings highlight the importance of considering how musical contexts impact the behavior of both partners in the interaction. Musical activities may support social engagement by modulating the behavior of both children and caregivers.
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Affiliation(s)
- Talia Liu
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center
| | | | - Danielle Dai
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center
| | - Christina Liu
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center
| | - Miriam D. Lense
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center
- The Curb Center for Art, Enterprise, and Public Policy, Vanderbilt University
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4
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Bernier A, Ratcliff K, Hilton C, Fingerhut P, Li CY. Art Interventions for Children With Autism Spectrum Disorder: A Scoping Review. Am J Occup Ther 2022; 76:23901. [PMID: 36007137 DOI: 10.5014/ajot.2022.049320] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
IMPORTANCE Autism spectrum disorder (ASD) is a neurological condition characterized by impairments in social interaction, communication, and behavior. Occupational therapy practitioners use creative arts interventions for children with ASD, but relevant evidence for these interventions is lacking. OBJECTIVE To provide occupational therapists evidence of the benefit of creative arts interventions for children with ASD by evaluating treatment efficacy and connecting the evidence with the Occupational Therapy Practice Framework: Domain and Process (4th ed.; OTPF-4). DATA SOURCES We searched peer-reviewed articles in six databases: CINAHL, Cochrane, PubMed, Ovid, PsycInfo, and Scopus. Eighteen articles published between 2000 and 2020 met Level 1b or 2b evidence criteria and were retrieved for full review; 15 were included in this scoping review. STUDY SELECTION AND DATA COLLECTION We used Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to extract data. Inclusion criteria were as follows: (1) Level 1b or 2b study; (2) quantitative data; (3) published in English; (4) population of children (ages <18 yr); (5) primary diagnosis of ASD; and (6) creative arts intervention in the forms of drawing, painting, or coloring; music; or theater. FINDINGS Creative arts interventions benefited children with ASD in two OTPF-4 areas (process and social interaction) pertaining to the Performance Skills domain and one OTPF-4 area (body functions) pertaining to the Client Factors domain. We found similar effects for group and individual intervention sessions, and significant improvements required multiple sessions. CONCLUSIONS AND RELEVANCE Our findings provide evidence for the efficacy of creative arts interventions to enhance occupation-based outcomes for children with ASD. What This Article Adds: Our findings support occupational therapy practitioners' use of creative arts interventions to improve OTPF-4-based client factors and process and social interaction skills for children with ASD.
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Affiliation(s)
- Allison Bernier
- Allison Bernier is Entry-Level Occupational Therapy Doctoral Student, Department of Occupational Therapy, University of Texas Medical Branch, Galveston
| | - Karen Ratcliff
- Karen Ratcliff, PhD, OTR/L, is Associate Professor, Department of Occupational Therapy, University of Texas Medical Branch, Galveston
| | - Claudia Hilton
- Claudia Hilton, PhD, OTR/L, is Associate Professor, Department of Occupational Therapy, University of Texas Medical Branch, Galveston
| | - Patricia Fingerhut
- Patricia Fingerhut, PhD, OTR/L, is Professor and Chair, Department of Occupational Therapy, University of Texas Medical Branch, Galveston
| | - Chi-Ying Li
- Chi-Ying Li, PhD, OTR/L, is Associate Professor, Department of Occupational Therapy, University of Texas Medical Branch, Galveston;
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5
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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.
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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
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6
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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.
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7
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Sibeoni J, Massoutier L, Valette M, Manolios E, Verneuil L, Speranza M, Revah-Levy A. The sensory experiences of autistic people: A metasynthesis. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2022; 26:1032-1045. [PMID: 35362340 DOI: 10.1177/13623613221081188] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
LAY ABSTRACT Sensory atypicalities are very common among autistic people and are integrated in several theories and explanatory models of autism. Qualitative studies have explored these singular sensory experiences from the perspectives of autistic people themselves. This article gathers all these qualitative studies and provides original findings regarding the everyday sensory experience of autistic people, that is, around four dimensions - physical, emotional, relational and social - experienced holistically, as inseparable, and not hierarchically or in terms of cause and effect. Adopting this holistic view could improve the adaptation of the sensory environment in health care facilities and the training of professionals around this specific issue.
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Affiliation(s)
- Jordan Sibeoni
- Argenteuil Hospital Centre, France.,Université de Paris, France
| | - Laura Massoutier
- Université de Paris, France.,Centre Hospitalier de Gonesse, France
| | | | - Emilie Manolios
- Université de Paris, France.,Hôpital Européen Georges Pompidou, France
| | - Laurence Verneuil
- Université de Paris, France.,GHU Paris Psychiatrie & Neurosciences, France
| | - Mario Speranza
- Centre Hospitalier de Versailles, France.,Université Paris-Saclay, France
| | - Anne Revah-Levy
- Argenteuil Hospital Centre, France.,Université de Paris, France
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8
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Blauth L, Oldfield A. Research into increasing resilience in children with autism through music therapy: Statistical analysis of video data. NORDIC JOURNAL OF MUSIC THERAPY 2022. [DOI: 10.1080/08098131.2022.2044893] [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)
- Laura Blauth
- Institute for Applied Social Sciences, Music Therapy Lab, University of Applied Sciences Würzburg-Schweinfurt, Würzburg, Germany
| | - Amelia Oldfield
- Cambridge Institute for Music Therapy Research, Anglia Ruskin University, Cambridge, UK
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9
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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]
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10
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Aguglia E, Fusar-Poli L. Still a Long Way to Go. Editorial for the Special Issue "Understanding Autism Spectrum Disorder". Brain Sci 2021; 11:1062. [PMID: 34439681 PMCID: PMC8392122 DOI: 10.3390/brainsci11081062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 08/09/2021] [Accepted: 08/10/2021] [Indexed: 11/25/2022] Open
Abstract
Although many years have passed since the first descriptions of autism spectrum disorder (ASD) [...].
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Affiliation(s)
| | - Laura Fusar-Poli
- Department of Clinical and Experimental Medicine, Psychiatry Unit, University of Catania, Via Santa Sofia 78, 95123 Catania, Italy;
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11
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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
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12
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West R, Silverman MJ. Social Skills Instruments for Children with Autism Spectrum Disorder: A Critical Interpretive Synthesis. J Music Ther 2021; 58:121-154. [PMID: 33245342 DOI: 10.1093/jmt/thaa017] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Identifying and critically analyzing the most frequently used social skills psychometric instruments (SSPI) for children with autism spectrum disorder (ASD) can inform future music therapy research and clinical practice. Therefore, the initial purpose of this critical interpretive synthesis was to identify the SSPI most frequently used as dependent measures in the Journal of Autism and Developmental Disorders (JADD) for children with ASD from 2012 to 2018. Results indicated that the Social Responsiveness Scale (n = 35), Autism Diagnostic Observation Schedule (n = 19), and Vineland Adaptive Behavior Scales (n = 15) were the most frequently used instruments. Congruent with critical interpretive synthesis methodology, we then identified the psychometric properties and advantages and disadvantages of the 9 most commonly used instruments. To compare these results with the existing music therapy literature, we also identified nonmusical SSPI used as dependent measures in music therapy research for children with ASD in studies published between 2012 and 2018. In comparing the data sets, music therapy researchers used 5 of the 9 SSPI we identified from our JADD review. Understanding frequently used SSPI has applications for consultation and communication with other professionals as well as how future music therapy research is conducted. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.
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13
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Latif N, Di Francesco C, Custo-Blanch M, Hyde K, Sharda M, Nadig A. Joint engagement and movement: Active ingredients of a music-based intervention with school-age children with autism. NeuroRehabilitation 2021; 48:167-185. [PMID: 33664155 DOI: 10.3233/nre-208012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND The effectiveness of music-based interventions (MI) in autism has been attested for decades. Yet, there has been little empirical investigation of the active ingredients, or processes involved in music-based interventions that differentiate them from other approaches. OBJECTIVES Here, we examined whether two processes, joint engagement and movement, which have previously been studied in isolation, contribute as important active ingredients for the efficacy of music-based interventions. METHODS In two separate analyses, we investigated whether (1) joint engagement with the therapist, measured using a coding scheme verified for reliability, and (2) movement elicited by music-making, measured using a computer-vision technique for quantifying motion, may drive the benefits previously observed in response to MI (but not a controlled non-MI) in children with autism. RESULTS Compared to a non-music control intervention, children and the therapist in MI spent more time in triadic engagement (between child, therapist, and activity) and produced greater movement, with amplitude of motion closely linked to the type of musical instrument. CONCLUSIONS Taken together, these findings provide initial evidence of the active ingredients of music-based interventions in autism.
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Affiliation(s)
- Nida Latif
- School of Communication Sciences and Disorders, McGill University, Montreal, Canada
| | - Cynthia Di Francesco
- School of Communication Sciences and Disorders, McGill University, Montreal, Canada.,Department of Psychology, McGill University, Montreal, Canada
| | - Melanie Custo-Blanch
- School of Communication Sciences and Disorders, McGill University, Montreal, Canada
| | - Krista Hyde
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, Université de Montréal, Pavillon Marie-Victorin, Montreal, Canada
| | - Megha Sharda
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, Université de Montréal, Pavillon Marie-Victorin, Montreal, Canada
| | - Aparna Nadig
- School of Communication Sciences and Disorders, McGill University, Montreal, Canada
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14
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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]
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15
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Attunement in Music Therapy for Young Children with Autism: Revisiting Qualities of Relationship as Mechanisms of Change. J Autism Dev Disord 2021; 50:3921-3934. [PMID: 32189227 PMCID: PMC7560932 DOI: 10.1007/s10803-020-04448-w] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
This study examined whether musical and emotional attunement predicts changes in improvisational music therapy with children with autism (4–7 years, N = 101, majority: no/limited speech, low IQ), assessed over 12 months. Attunement, as observed from session videos, and changes in generalized social skills, judged by blinded assessors and parents, were evaluated using standardized tools (Assessment of the Quality of Relationship, Improvisational Music Therapy Principles, ADOS, SRS). In contrast to the smaller pilot, we did not find significant effects between attunement and changes in outcomes, only tendencies in the same direction are observed. Findings suggest that symptom severity is associated with the therapist’s ability to attune to the child. They further raise questions concerning outcome selection and user involvement.
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16
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Yum YN, Lau WKW, Poon K, Ho FC. Music therapy as social skill intervention for children with comorbid ASD and ID: study protocol for a randomized controlled trial. BMC Pediatr 2020; 20:545. [PMID: 33276744 PMCID: PMC7718656 DOI: 10.1186/s12887-020-02454-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Accepted: 12/01/2020] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Autism spectrum disorder (ASD) is a developmental impairment characterized by persistent deficits in social communication and interactions, and over half of children with ASD possess below average intellectual ability (IQ < 85). The social development and response to social skill interventions among children with ASD and comorbid intellectual disability (ID) is not well understood. Music therapy is a systematic process of intervention, wherein a therapist may help clients promote their social skills by using musical experience. The proposed study will address limited research evidence on music therapy as an intervention for social functioning in children with ASD with mild to borderline ID. METHOD A randomized controlled trial (RCT) with two parallel groups of 40 children each (1:1 allocation ratio) is planned. Participants will receive 45 min of music therapy or non-musical intervention targeting social skills once a week for 12 weeks. Primary outcome measures will be independent ratings on the Childhood Autism Rating Scale and parent ratings on the Social Responsiveness Scale-2. Linear mixed-effects models for these two outcome measures will be created for data collected at 2-week pre-intervention, 2-week post-intervention, and 4-month post-intervention sessions. In-session behaviors at the first and last intervention will be videotaped and coded offline and compared. Pretreatment neural response of quantitative electroencephalograms (qEEG) to social scenes will be used to predict the outcomes of musical and non-musical social skill interventions, whereas qEEG responses to music will be used to predict the effectiveness of musical social skill intervention. DISCUSSION If neural markers of social skill development are found, then the long-term goal is to develop individualized intervention based on pre-treatment markers to maximize treatment efficacy. The proposed study's results may also suggest directions to development and provision of music therapy services in Hong Kong. TRIAL REGISTRATION ClinicalTrials.gov ( NCT04557488 ). Registered September 21, 2020.
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Affiliation(s)
- Yen Na Yum
- Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong SAR, China.
| | - Way Kwok-Wai Lau
- Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong SAR, China
| | - Kean Poon
- Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong SAR, China
| | - Fuk Chuen Ho
- Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong SAR, China
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Strange J. Book Review: Henry Dunn, Elizabeth Coombes, Emma Maclean, et al. (eds), Music Therapy and Autism Across the Lifespan: A Spectrum of Approaches. BRITISH JOURNAL OF MUSIC THERAPY 2020. [DOI: 10.1177/1359457520907085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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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]
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Strange J. Text Watch. BRITISH JOURNAL OF MUSIC THERAPY 2018. [DOI: 10.1177/1359457518763784] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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