Consensual Qualitative Research on the Music Therapists’ Experiences of Therapeutic Relationships with Children on the Autism Spectrum Disorder

2018 ◽  
Vol 4 (4) ◽  
pp. 137-165
Author(s):  
Yeaji Ryu ◽  
Hyejin So
Keyword(s):  
Autism Spectrum Disorder ◽  
Qualitative Research ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Therapeutic Relationships ◽  
Consensual Qualitative Research ◽  
Music Therapists

scholarly journals Goal-oriented processes: Exploring the use of goals in music therapy to support young people with autism spectrum disorder

2021 ◽  
Author(s):  
◽  
Oliver Lowery
Keyword(s):  
Autism Spectrum Disorder ◽  
Young People ◽  
Music Therapy ◽  
Secondary Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Case Vignette ◽  
Research Project ◽  
Music Therapists ◽  
Philosophical Approach

<p>This qualitative research project explored how a student music therapist utilised goal-oriented processes to support young people with autism spectrum disorder throughout their course of music therapy. Inductive thematic analysis of selected literature relating to goals in music therapy developed an initial framework of what goal-oriented processes could include. The student music therapist’s clinical data (including session notes, monitoring sheets, client reports and reflective journal entries) was then coded through deductive secondary analysis, from which five key themes were formed. The findings indicated that clients’ goals were supported by: employing a client-centred philosophical approach; nurturing therapeutic relationships; collaborating with clients and their caregivers; utilising the referral, assessment and review processes; and observing and documenting clients’ development. These goal-oriented processes helped to support goals that were meaningful for the clients and their caregivers. Themes were explored in detail using a case vignette to illustrate and provide a context for the findings. Although the context-bound qualitative nature of this research project limits its generalisability, it attempts to provide insight into what goal-oriented processes in music therapy might include, encouraging other music therapists to consider how they utilise goals in their own practice.</p>

scholarly journals Goal-oriented processes: Exploring the use of goals in music therapy to support young people with autism spectrum disorder

2021 ◽  
Author(s):  
◽  
Oliver Lowery
Keyword(s):  
Autism Spectrum Disorder ◽  
Young People ◽  
Music Therapy ◽  
Secondary Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Case Vignette ◽  
Research Project ◽  
Music Therapists ◽  
Philosophical Approach

<p>This qualitative research project explored how a student music therapist utilised goal-oriented processes to support young people with autism spectrum disorder throughout their course of music therapy. Inductive thematic analysis of selected literature relating to goals in music therapy developed an initial framework of what goal-oriented processes could include. The student music therapist’s clinical data (including session notes, monitoring sheets, client reports and reflective journal entries) was then coded through deductive secondary analysis, from which five key themes were formed. The findings indicated that clients’ goals were supported by: employing a client-centred philosophical approach; nurturing therapeutic relationships; collaborating with clients and their caregivers; utilising the referral, assessment and review processes; and observing and documenting clients’ development. These goal-oriented processes helped to support goals that were meaningful for the clients and their caregivers. Themes were explored in detail using a case vignette to illustrate and provide a context for the findings. Although the context-bound qualitative nature of this research project limits its generalisability, it attempts to provide insight into what goal-oriented processes in music therapy might include, encouraging other music therapists to consider how they utilise goals in their own practice.</p>

scholarly journals Benefits of Music Intervention for Students with Autism Spectrum Disorder

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Finn Keith Hafting ◽  
Birdie Bezanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood Development ◽  
Program Planning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Childhood Development ◽  
Music Intervention ◽  
Music Therapists ◽  
Students With Autism

Current literature, (Gold, Wigram, & Elefant, 2006), (Wimpory & Chadwick, 1995), (NRC, 2001), suggests that there is insufficient evidence to predict long-term (P to Grade 12) benefits of music intervention for students with Autism Spectrum Disorder (ASD). To understand how music intervention can be employed in Nova Scotian schools, music teachers, music therapists, and staff of the Nova Scotia Department of Education and Early Childhood Development were interviewed. The primary needs of students with ASD were identified as, Expression of thoughts, Language, Motor skills, and Social skills. Music intervention was found to have substantial long-term and short-term benefits for students in all grade levels depending on their individual needs. However, to treat these needs, elements of music and music intervention must be considered during program planning meetings.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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