scholarly journals Parent-infant music therapy: the effects, efficacy and practice of music therapy for young children and their caregivers

2016 ◽  
Vol 25 (sup1) ◽  
pp. 137-137
Author(s):  
Barbara Krantz
Keyword(s):  
Young Children ◽  
Music Therapy

Communication and Language Development of Young Children With Autism: A Review of Research in Music

2017 ◽  
Vol 39 (2) ◽  
pp. 323-329 ◽  
Author(s):  
Potheini Vaiouli ◽  
Georgia Andreou
Keyword(s):  
Young Children ◽  
Language Development ◽  
Music Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Target Language ◽  
Positive Effects ◽  
Young Children With Autism ◽  
Development Of Language ◽  
Therapy Interventions

Research demonstrates connections among children’s music actions, their engagement abilities, and their language development. Although the link between music and the engagement abilities of young children with autism is well established, there is not enough evidence on the effectiveness of music strategies and music therapy interventions to promote language development of young children with autism. The purpose of this review is to examine and analyze current literature on the systematic use of music and music therapy interventions as effective strategies for the development of language and preverbal and verbal communication abilities in young children with Autism Spectrum Disorders. Findings align with previous reviews on the positive effects of music as an age-appropriate, communicative medium. Also, the review pinpoints to the collaboration of music therapists and speech and language pathologists for the design and implementation of interventions that embed music and target language development of young children with autism.

scholarly journals Music therapy for supporting communication development for young children with complex needs in a specialist conductive education service

2021 ◽  
Author(s):  
Qiaoling Liang
Keyword(s):  
Young Children ◽  
Language Development ◽  
Music Therapy ◽  
Exploratory Research ◽  
Analysis Method ◽  
Speech And Language ◽  
Music Therapists ◽  
Complex Needs ◽  
Communication Development ◽  
Speech And Language Development

<p>This research aimed to explore the ways in which I, as a music therapy student, could benefit speech and language development with children with complex needs in an early childhood service. Communication is one of the most important parts of our lives. It helps us to connect and build a relationship with others, families, friends and so on. Speech-language development is a core part in music therapy of Communication development for young children which aim to help children to express their inner feelings, emotions; to improve children’s understanding communication and interpret information from other people (Perry, 2003; Knight & Rabon 2017). This is theoretical exploratory research which contains various data from music therapy literature, music therapy audiovisual recordings in public domains, and reflective notes from general experience on placement. This research used a thematic analysis method. The data was interpreted in an open inductive way, discovering ideas and combinations of codes without assumptions, and finding new ideas from the sources. The data analysis method followed the guidelines of Braun & Clarke in 2006 which included six steps in the process: 1) familiarizing with data, 2) generating initial codes, 3) searching for themes, 4) reviewing themes, 5) defining and naming themes and 6) providing a report. This research found there were three main themes in response to the question how do music therapists support speech and language for young children. The most important fundamental process was “Building trust and familiarity” between therapist and child; the secondary theme or process was “Moving up together” which involved musical collaboration and enjoyment. Throughout these processes therapists used “flexible musical skills”. This exploratory study also helped me as a student music therapist to better understand how to facilitate and support speech and language development in my placement in a specialist conductive education facility.</p>

An Investigation into Short-Term Music Therapy with Mothers and Young Children

2003 ◽  
Vol 17 (1) ◽  
pp. 26-45 ◽  
Author(s):  
Amelia Oldfield ◽  
Malcolm Adams ◽  
Lucy Bunce
Keyword(s):  
Young Children ◽  
Music Therapy ◽  
Nursery School ◽  
Therapy Session ◽  
Control Group ◽  
Clinical Group ◽  
Short Term ◽  
Music Therapist ◽  
Children And Parents ◽  
Group Music Therapy

This paper describes an outcome investigation into two clinical groups of mothers and young children receiving short-term music therapy. The first group was a closed group of mothers and toddlers receiving six-weekly music therapy sessions. The second group was an ongoing group of parents and babies receiving one music therapy session followed by a discussion of videotaped excerpts of this music therapy session a week later. As a point of comparison, a group of children and parents attending a local nursery school receiving six-weekly music sessions run by a music therapist was also investigated. Video analyses, audio analyses and parent's questionnaires were used to measure results. Comparing information collated from the questionnaires to results of the video analyses revealed that parents attending the clinical group viewed their children's behaviours in a less positive light than control group parents. The article is written from the music therapist's viewpoint. This group music therapy work is described and reflected upon in a more qualitative way in a previous article entitled ‘“Mummy can play too…” Short-term music therapy with mothers and young children’ published two years ago in the BJMT.

scholarly journals Music Therapy for Young Children Who Have Special Needs: the Music Therapy Experience from the Perspectives of Carers and Professionals

2021 ◽  
Author(s):  
◽  
Jenny Yu Kuan Chiang
Keyword(s):  
Young Children ◽  
Music Therapy ◽  
Special Needs ◽  
Interview Data ◽  
Therapy Process ◽  
Developmental Issues ◽  
Clinical Notes ◽  
Developmental Progress ◽  
Depth Interview ◽  
Wide Range

<p>This project aims to investigate how carers and other professionals perceive the music therapy process over time. Music therapy has been used to address a wide range of diagnoses and developmental issues of young children. The research was conducted during my clinical placement working with young children who have been referred to a child development team. The participants in this project were carers with children with special needs. The children were diagnosed with various disabilities and required different support and developmental goals. Each child attended individual music therapy sessions once a week over a period of three to nine months. It was speculated that many other changes or developmental progress could occur along with the goals and objectives set by me in the music therapy process. To understand fully what other changes or progress the children have made with the input of music therapy, the research was designed using open-ended interviews to find out what the carers and a professional witnessed during and in between the sessions. Three carers were involved in a one-on-one in-depth interview in which they were encouraged to talk about their observation and perception of music therapy. A speech-language therapist was also invited to participate in an in-depth interview. Data derived from the interviews was analysed using a thematic analysis approach. The findings compare themes generated from the clinical notes and interview data. The results showed some shared experiences amongst the participants as well as exceptions influenced by parental differences and the children's conditions. Examination of the similarities and differences between the clinical notes and the interview data helped me validate the outcome of music therapy intervention and gain more insights into effective practice.</p>

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