Music therapy as a method to improve the communication and social-emotional adjustment abilities of elementary students in self-contained classrooms for children with autism

2020 ◽  
pp. 1-5
Author(s):  
Billy T. Ogletree ◽  
Georgia Hambrecht
Keyword(s):  
Music Therapy ◽  
Elementary Students ◽  
Emotional Adjustment ◽  
Children With Autism ◽  
Social Emotional

scholarly journals The effectiveness and influence of Vocal and Instrumental Improvisation in Music Therapy on children diagnosed with autism. Pilot Study.

2020 ◽  
Vol 6 (1) ◽  
pp. 153-166
Author(s):  
Sara Knapik-Szweda
Keyword(s):  
Music Therapy ◽  
Cognitive Skills ◽  
Children With Autism ◽  
Positive Outcome ◽  
Activity Relationship ◽  
Behavior Patterns ◽  
Social Emotional ◽  
Rating Form ◽  
And Behavior ◽  
Therapy Intervention

Autism is a developmental disorder which is difficult to recognize and diagnose. The present study examines the effectiveness of music therapy intervention based on improvisational techniques with the elements of Creative Music Therapy by Paul Nordoff and Clive Robbins and improvisational techniques by Tony Wigram (such as imitating, frameworking, dialogues, holding) on  developmentl of children with Autism (two boys diagnosed with autism - case 1. and case 2), especially in verbal and nonverbal communication, disturbance behavior patterns, cognitive and social-emotional areas.  The results indicate a positive outcome in two music therapy observing tools: Scale I Child – Therapist Relationship in Coactive Musical Experience Rating Form and Scale II Musical Communicativeness Rating Form. The tables indicate the intensity of interaction between the therapist and the subject during the music therapy process (including communication skills, cognitive skills and behavior patterns). The results of case 1 are indicated in Scale I and Scale II and  show a significant effect of improvisational music therapy. The important findings from the analysis of behavior in the sessions were Stability and confidence in interpersonal musical relationship, Activity relationship developing, (scale 1.). The results of the case 2. show small changes in musical behavior when it comes to Stability and confidence in interpersonal musical relationship, but in Activity relationship developing the indicators show a lot of changes between sessions. The results of the research indicate that  music therapy intervention has a positive outcome and may be an effective method to increase functioning of children with autism.

scholarly journals An exploration of the synergies, parallels, and divergences between ESDM and music therapy with preschool children with autism, in a music therapy student’s practice.

2021 ◽  
Author(s):  
◽  
Holly McPhee
Keyword(s):  
Preschool Children ◽  
Music Therapy ◽  
Therapeutic Relationship ◽  
Secondary Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Social Emotional ◽  
Early Start ◽  
Early Start Denver Model ◽  
Model Setting

<p>This qualitative research explores the possibility of an interaction between music therapy and the Early Start Denver Model with preschool children with autism spectrum disorder. Both interventions have been shown to be effective at improving social, emotional and communication skills in young autistic children, and share some use of music and some focus on developmental goals. My findings were generated from Secondary Analysis of Data using my qualitative clinical notes and reflective thoughts from a music therapy setting and an Early Start Denver Model setting. I focused on my use of music in sessions at each setting and found three main themes in the data – building a therapeutic relationship; singing to engage, with primary and secondary focus on the music; and moment of discomfort. A large proportion of my data related to using music to build a positive therapeutic relationship with the child, which is necessary to achieve both the wider goals typical of a music therapy setting and the more specific goals of the Early Start Denver Model setting. My data also showed that the humanistic approach of music therapy and the behavioural approach of the Early Start Denver model created tension in my practice in both settings. My research concluded that there are parallels and synergies which could positively inform each intervention but there may be too many divergences to create one cohesive therapy, due to their differences in approach.</p>

scholarly journals An exploration of the synergies, parallels, and divergences between ESDM and music therapy with preschool children with autism, in a music therapy student’s practice.

2021 ◽  
Author(s):  
◽  
Holly McPhee
Keyword(s):  
Preschool Children ◽  
Music Therapy ◽  
Therapeutic Relationship ◽  
Secondary Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Social Emotional ◽  
Early Start ◽  
Early Start Denver Model ◽  
Model Setting

<p>This qualitative research explores the possibility of an interaction between music therapy and the Early Start Denver Model with preschool children with autism spectrum disorder. Both interventions have been shown to be effective at improving social, emotional and communication skills in young autistic children, and share some use of music and some focus on developmental goals. My findings were generated from Secondary Analysis of Data using my qualitative clinical notes and reflective thoughts from a music therapy setting and an Early Start Denver Model setting. I focused on my use of music in sessions at each setting and found three main themes in the data – building a therapeutic relationship; singing to engage, with primary and secondary focus on the music; and moment of discomfort. A large proportion of my data related to using music to build a positive therapeutic relationship with the child, which is necessary to achieve both the wider goals typical of a music therapy setting and the more specific goals of the Early Start Denver Model setting. My data also showed that the humanistic approach of music therapy and the behavioural approach of the Early Start Denver model created tension in my practice in both settings. My research concluded that there are parallels and synergies which could positively inform each intervention but there may be too many divergences to create one cohesive therapy, due to their differences in approach.</p>

Music Therapy Intervention with Autistic Children

2013 ◽  
Vol 3 (2) ◽  
pp. 79-95
Author(s):  
Zuzana Vlachová
Keyword(s):  
Music Therapy ◽  
Children With Autism ◽  
Research Activity ◽  
Case Study Design ◽  
Qualitative Empirical Research ◽  
The Social ◽  
Multiple Case ◽  
Therapy Interventions ◽  
Therapy Intervention

The paper presents a qualitative empirical research project, research design and research methods used in the preparation of a dissertation which deals with music therapy interventions in children with autism. The reason for examining this issue is a considerable lack of research activity in this area, and thus also a lack of relevant results on which clinical practice could rely. The results of future investigations should bring answers to the question of how children with autism receive and experience music therapy intervention and also what the effect of music therapy intervention in the social interaction of children is; research will be directed to a deeper understanding of this influence and its characteristics using the multiple case study design.

scholarly journals Preschool children's views on emotion regulation: Functional associations and implications for social-emotional adjustment

2009 ◽  
Vol 33 (3) ◽  
pp. 243-252 ◽  
Author(s):  
Tracy A. Dennis ◽  
Deborah A. Kelemen
Keyword(s):  
Emotion Regulation ◽  
Negative Emotions ◽  
Emotional Adjustment ◽  
Emotion Regulation Strategies ◽  
Social Emotional ◽  
Intentional Control ◽  
Maternal Report ◽  
Effective Strategies ◽  
Regulation Strategies ◽  
Children’S Views

Previous studies show that preschool children view negative emotions as susceptible to intentional control. However, the extent of this understanding and links with child social-emotional adjustment are poorly understood. To examine this, 62 3- and 4-year-olds were presented with puppet scenarios in which characters experienced anger, sadness, and fear. Forty-seven adults were presented with a parallel questionnaire. Participants rated the degree to which six emotion-regulation strategies were effective in decreasing negative emotions. Results showed that even the youngest preschoolers viewed cognitive and behavioral distraction and repairing the situation as relatively effective; compared to adults, however, preschoolers favored relatively “ineffective” strategies such as venting and rumination. Children also showed a functional view of emotion regulation; that effective strategies depend on the emotion being regulated. All participants favored repairing a negative situation to reduce anger and behavioral distraction to reduce sadness and fear. Finally, the more children indicated that venting would reduce negative emotions, the lower their maternal report of social skills. Findings are discussed in terms of functional emotion theory and implications of emotion-regulation understanding for child adjustment.

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 The Limits of Resilience and the Need for Resistance: Articulating the Role of Music Therapy With Young People Within a Shifting Trauma Paradigm

2021 ◽  
Vol 12 ◽  
Author(s):  
Elly Scrine
Keyword(s):  
Young People ◽  
Music Therapy ◽  
Perceived Risk ◽  
Power Relations ◽  
Social Emotional ◽  
Life Threatening ◽  
Trauma Informed ◽  
Trauma Informed Practice ◽  
A Site

A broad sociocultural perspective defines trauma as the result of an event, a series of events, or a set of circumstances that is experienced as physically or emotionally harmful or life threatening, with lasting impacts on an individual’s physical, social, emotional, or spiritual wellbeing. Contexts and practices that aim to be “trauma-informed” strive to attend to the complex impacts of trauma, integrating knowledge into policies and practices, and providing a sanctuary from harm. However, there is a body of critical and decolonial scholarship that challenges the ways in which “trauma-informed” practice prioritizes individualized interventions, reinscribes colonial power relations through its conceptualizations of safety, and obscures the role of systemic injustices. Within music therapy trauma scholarship, research has thus far pointed to the affordances of music in ameliorating symptoms of trauma, bypassing unavailable cognitive processes, and working from a strengths-based orientation. In critiquing the tendency of the dominant trauma paradigm to assign vulnerability and reinforce the individual’s responsibility to develop resilience through adversity, this conceptual analysis outlines potential alternatives within music therapy. Drawing on a case example from a research project with young people in school, I elucidate the ways in which music therapy can respond to power relations as they occur within and beyond “trauma-informed” spaces. I highlight two overarching potentials for music therapy within a shifting trauma paradigm: (1) as a site in which to reframe perceived risk by fostering young people’s resistance and building their political agency and (2) in challenging the assumption of “safe spaces” and instead moving toward practices of “structuring safety.”

THE MEDICAL CARE OF AUTISTIC CHILDREN

PEDIATRICS ◽  
1973 ◽  
Vol 51 (2) ◽  
pp. 278-280
Author(s):  
Donald J. Cohen
Keyword(s):  
Natural History ◽  
Medical Care ◽  
Clinical Features ◽  
Developmental Disability ◽  
Behavioral Control ◽  
Children With Autism ◽  
First Year ◽  
Social Emotional ◽  
Psychiatric Disturbance ◽  
Psychiatric Disturbances

Childhood autism is the most overwhelming psychiatric disturbance of childhood. Announcing its presence during the first year or two of life, its natural history is often a profound, life-long developmental disability affecting every sphere of social, emotional, and intellectual functioning. Kanner's1 classic description of children who have difficulty in relating to people and things from the beginning of life has been followed by an abundance of studies expanding our knowledge of the clinical features of autism. Children with autism have been found to present a variety of disturbances in language, perception, neurophysiological organization, and emotional and behavioral control.2-5 Unfortunately, epidemiologic, genetic, and metabolic investigations are limited, as they are for all serious psychiatric disturbances in childhood.

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