Musical engagement among families with young children: A CMBI (V.972) study

2021 ◽  
pp. 140-160
Author(s):  
Warren Brodsky ◽  
Idit Sulkin ◽  
Michal Hefer
Keyword(s):  
Young Children ◽  
Musical Engagement

scholarly journals Musical Engagement and Parent-Child Attachment in Families with Young Children During the Covid-19 Pandemic

2020 ◽  
Author(s):  
Selena Steinberg ◽  
Talia Liu ◽  
Miriam D Lense
Keyword(s):  
Young Children ◽  
The United States ◽  
Parent Child Relationship ◽  
Online Questionnaire ◽  
Child Attachment ◽  
Parents And Children ◽  
Musical Engagement ◽  
The Usa ◽  
Common Parent ◽  
Parent Child

The onset of the Covid-19 pandemic has disrupted the lives of families in the United States and across the world, impacting parent mental health and stress, and in turn, the parent-child relationship. Music is a common parent-child activity and has been found to positively impact relationships, but little is known about music’s role in parent-child interactions during a pandemic. The current study utilized an online questionnaire to assess the use of music in the home of young children and their parents in the USA and Canada during Covid-19 and its relationship with parents’ affective attachment with their child. Musical activity was high for both parents and children. Parents reported using music for both emotion regulation and to socially connect with their children. Parent-child musical engagement was associated with parent-child attachment, controlling for relevant parent variables including parent distress, efficacy, education and parent-child engagement in non-musical activities. These results indicate that music may be an effective tool for building and maintaining parent-child relationships during a period of uncertainty and change.

scholarly journals Musical Engagement and Parent-Child Attachment in Families With Young Children During the Covid-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Selena Steinberg ◽  
Talia Liu ◽  
Miriam D. Lense
Keyword(s):  
United States ◽  
Young Children ◽  
The United States ◽  
Parent Child Relationship ◽  
Online Questionnaire ◽  
Child Attachment ◽  
Parents And Children ◽  
Musical Engagement ◽  
Common Parent ◽  
Parent Child

The onset of the Covid-19 pandemic has disrupted the lives of families in the United States and across the world, impacting parent mental health and stress, and in turn, the parent-child relationship. Music is a common parent-child activity and has been found to positively impact relationships, but little is known about music’s role in parent-child interactions during a pandemic. The current study utilized an online questionnaire to assess the use of music in the home of young children and their parents in the United States and Canada during Covid-19 and its relationship with parents’ affective attachment with their child. Musical activity was high for both parents and children. Parents reported using music for both emotion regulation and to socially connect with their children. Parent-child musical engagement was associated with parent-child attachment, controlling for relevant parent variables including parent distress, efficacy, education, and parent-child engagement in non-musical activities. These results indicate that music may be an effective tool for building and maintaining parent-child relationships during a period of uncertainty and change.

scholarly journals PRESS-Play: Musical Engagement as a Motivating Platform for Social Interaction and Social Play in Young Children with ASD

2020 ◽  
Vol 3 ◽  
pp. 205920432093308 ◽  
Author(s):  
Miriam D. Lense ◽  
Stephen Camarata
Keyword(s):  
Young Children ◽  
Social Engagement ◽  
Social Play ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Developmental Approach ◽  
Children With Asd ◽  
The Press ◽  
Musical Engagement ◽  
Musical Activities

Musical experiences are ubiquitous in early childhood. Beyond potential benefits of musical activities for young children with typical development, there has long been interest in harnessing music for therapeutic purposes for individuals with autism spectrum disorder (ASD). However, there is debate as to the effectiveness of these approaches and thus a need to identify mechanisms of change (or active ingredients) by which musical experiences may impact social development in young children with ASD. In this review, we introduce the PRESS-Play framework, which conceptualizes musical activities for young children with ASD within an applied behavior analysis framework consistent with the principles of naturalistic developmental behavioral interventions. Specifically, the PRESS-Play framework proposes that musical activities support key elements of evidence-based approaches for social engagement including predictability, reinforcement, emotion regulation, shared attention, and social play context, providing a platform for delivery and receipt of social and behavioral instruction via a transactional, developmental approach. PRESS-Play considers that these factors may impact not only the child with ASD but also their interaction partner, such as a parent or peer, creating contexts conducive for validated social engagement and interaction. These principles point to focused theories of change within a clinical-translational framework in order to experimentally test components of social-musical engagement and conduct rigorous, evidence-based intervention studies.

Musical engagement among families with young children: a CMBI (V.972) study

2019 ◽  
Vol 190 (9) ◽  
pp. 1483-1496
Author(s):  
Warren Brodsky ◽  
Idit Sulkin ◽  
Michal Hefer
Keyword(s):  
Young Children ◽  
Musical Engagement

scholarly journals Musical Engagement and Parent-Child Attachment in Children with and without Developmental Disabilities

2020 ◽  
Author(s):  
Selena Steinberg ◽  
Carolyn M. Shivers ◽  
Talia Liu ◽  
Laura Cirelli ◽  
Miriam D Lense
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Child Therapy ◽  
Parent Child Relationship ◽  
Online Questionnaire ◽  
Child Attachment ◽  
Musical Engagement ◽  
Relevant Variables ◽  
Atypical Development ◽  
Parent Child

Families with young children with and without developmental disabilities often engage in musical experiences in the home. These parent-child musical activities are associated with positive outcomes for children and parents and may be a context to help foster strong parent-child relationships. However, little is known about how musical experiences differ across diagnostic groups or their relevance to parent-child attachment. Using an online questionnaire, the current study examined musical experiences and their relationship with parent-child attachment for 340 families with young children with typical and atypical development. Musical experiences were common in all diagnostic groups. Diagnostic groups differed in active musical engagement, potentially relating to the differing phenotypes of various developmental disabilities. Parent-child music engagement was associated with parent-child attachment, even when controlling for relevant variables. Promoting musical experiences may be an accessible way to support the parent-child relationship across diagnostic groups with implications for informal music engagement and parent-child therapy.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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