A Music Therapy Treatment Model for Autistic Children

1984 ◽  
Vol 1 (4) ◽  
pp. 7-13 ◽  
Author(s):  
M. H. Thaut
Keyword(s):  
Music Therapy ◽  
Treatment Model ◽  
Autistic Children ◽  
Therapy Treatment

scholarly journals How Technology Applied to Music-Therapy and Sound-Based Activities Addresses Motor and Social Skills in Autistic Children

2021 ◽  
Vol 5 (3) ◽  
pp. 11
Author(s):  
Grazia Ragone ◽  
Judith Good ◽  
Kate Howland
Keyword(s):  
Social Skills ◽  
Music Therapy ◽  
Interaction Design ◽  
Social Cognitive ◽  
Autism Spectrum ◽  
Autistic Children ◽  
Motor Functioning ◽  
Use Of Technology ◽  
Key Characteristics ◽  
Spectrum Condition

Autism affects how people perceive and make sense of the world around them. Autism is a spectrum condition which impacts people in different ways. Also referred to as Autism Spectrum Disorder (ASD), it is characterized by challenges in the domains of social, cognitive and motor functioning, which differ in severity. Previous research suggests that music can have cognitive, psychosocial, behavioural, and motor benefits in this population. We systematically review the use of technology in Music-therapy and related sound-based activities to improve the motor and social skills of children. In May 2020 we conducted a systematic search on Music-therapy and musical activities for autistic children in research databases including Science Direct, APA PsycNet, Cochrane, IEE and Web of Science, to collect relevant studies. We initially collected 5179 papers of which only 27 studies were identified as suitable for the scope of this review. In the paper, we analyse and describe key characteristics of each project. We then highlight the commonalities, strengths and limitations of existing work, and identify implications for future interaction design.

Music Therapy in Enhancing Learning Attention of Children with Intellectual Disability

2021 ◽  
Vol 9 (4) ◽  
pp. 363-367
Author(s):  
Akintunde Oluseyi Dada ◽  
Owoade Philip Adeleke ◽  
Samson Akinwumi Aderibigbe ◽  
Michael Adeife Adefemi ◽  
Martina Ayibeya Apie ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Music Therapy ◽  
Intellectual Disabilities ◽  
Rating Scale ◽  
Home School ◽  
Analysis Of Covariance ◽  
Moderator Variables ◽  
Treatment Package ◽  
Therapy Treatment ◽  
Children With Intellectual Disability

Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Treatment Home/School, Akoka, Yaba, Lagos. A validated Attention Observation Rating Scale (AORS) with a reliability coefficient of 0.88 was used for this study. Three hypotheses were tested in the study, and Analysis of Covariance (ANCOVA) was used for data analysis. This study revealed that music therapy is effective in enhancing attention among children with intellectual disabilities. Sex and level of severity of the disability were also tested as moderator variables, but they have no significant main or interaction effect with music therapy in enhancing attention for children with intellectual disability. The finding is that music therapy is significantly effective in enhancing attention for children with intellectual disability regardless of their sex or level of severity. It was concluded that attention deficit could be improved for children with intellectual disability. Therefore, Music therapy was recommended for use in the school with adequate teacher training.

scholarly journals Thank You for the Music: Musical Activities as Therapy for Autistic Children

Elements ◽  
2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Natasza Gawlick
Keyword(s):  
Social Interaction ◽  
Music Therapy ◽  
Self Regulation ◽  
Autistic Children ◽  
Social Emotional ◽  
Negative Behaviors ◽  
Positive Social Interaction ◽  
Carl Orff ◽  
Work Done ◽  
Musical Activities

Music therapy, developed over the years by numerous musicians and educators, such as Carl Orff, Jacques-Dalcroze, and Kodaly, have proven to stimulate social interaction, improve selective attention and aid in numerous other developmental milestones. These findings are not only important for parents and school curricula, but also have profound meaning for children with autism. Numerous studies, including work done by Koelsch, as well as Winsler, Ducenne, and Koury, found that children who participated in a music and movement program developed greater self-regulation skills, such as private speech, showed greater improvement in coordination, and fostered positive social interaction between researcher and subject. Autistic children who were exposed to music therapy held eye contact longer, engaged in dialogue, and reduced negative behaviors such as head-banging, avoidance, or self-stimulatory behaviors. Diverse methods of music therapy, including playing instruments, listening to sounds, and other musical activities, could greatly improve the social, emotional, and educational development of autistic children.

scholarly journals Moving Toward Incorporation a Definition of the Quality of Life

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Eunmi Emily Kwak
Keyword(s):  
Quality Of Life ◽  
Music Therapy ◽  
Music Therapists ◽  
Fundamental Goal ◽  
Definition Of ◽  
Therapy Treatment

The concept of quality of life is a fundamental goal in the practice of music therapy, whether implicitly or explicitly defined in the philosophy of the practitioner. To improve the quality of life is often mentioned as one of the goals for music therapy treatment. However, the definition of quality of life has not always been clearly defined. The purpose of this article is to review the literature concerned with a definition for quality of life in other disciplines and to suggest a model for a more comprehensive definition of the quality of life for use in the practice of music therapy. Anecdotal examples are given to stir the issues toward a more comprehensive definition of the quality of life to be used in music therapy. As the title suggests, this article will not give a decisive answer for the definition of quality of life. However, this article will afford readers a chance to think and revisit their experiences as music therapists and define their own definition for quality of life.

scholarly journals Systemic multimodal approach to speech therapy treatment in autistic children

2013 ◽  
Vol 66 (5-6) ◽  
pp. 233-239
Author(s):  
Daniela Tamas ◽  
Slavica Markovic ◽  
Vesela Milankov
Keyword(s):  
Speech Therapy ◽  
Rating Scale ◽  
Childhood Autism ◽  
Childhood Autism Rating Scale ◽  
Multimodal Approach ◽  
Autistic Children ◽  
Autistic People ◽  
Speech Treatment ◽  
Self Service ◽  
Therapy Treatment

Introduction. Conditions in which speech therapy treatment is applied in autistic children are often not in accordance with characteristics of opinions and learning of people with autism. A systemic multimodal approach means motivating autistic people to develop their language speech skill through the procedure which allows reliving of their personal experience according to the contents that are presented in the their natural social environment. This research was aimed at evaluating the efficiency of speech treatment based on the systemic multimodal approach to the work with autistic children. Material and Methods. The study sample consisted of 34 children, aged from 8 to 16 years, diagnosed to have different autistic disorders, whose results showed a moderate and severe clinical picture of autism on the Childhood Autism Rating Scale. The applied instruments for the evaluation of ability were the Childhood Autism Rating Scale and Ganzberg II test. The study subjects were divided into two groups according to the type of treatment: children who were covered by the continuing treatment and systemic multimodal approach in the treatment, and children who were covered by classical speech treatment. Results. It is shown that the systemic multimodal approach in teaching autistic children affects the stimulation of communication, socialization, self-service and work as well as that the progress achieved in these areas of functioning was retainable after long time, too. Conclusion. By applying the systemic multimodal approach when dealing with autistic children and by comparing their achievements on tests applied before, during and after the application of this mode, it has been concluded that certain improvement has been achieved in the functionality within the diagnosed category. The results point to a possible direction in the creation of new methods, plans and programs in dealing with autistic children based on empirical and interactive learning.

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