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 Infrequent intranasal oxytocin followed by positive social interaction improves symptoms in autistic children: a randomized clinical trial

2022 ◽  
Author(s):  
Jiao Le ◽  
Lan Zhang ◽  
Weihua Zhao ◽  
Siyu Zhu ◽  
Chunmei Lan ◽  
...  
Keyword(s):  
Social Interaction ◽  
Eye Tracking ◽  
Repetitive Behavior ◽  
Placebo Treatment ◽  
Autism Spectrum ◽  
Reliable Change Index ◽  
Autistic Children ◽  
Double Blind ◽  
Children With Asd ◽  
Positive Social Interaction

There are currently no approved drug interventions for social behavior dysfunction in autism spectrum disorder (ASD). Previous trials investigating effects of daily intranasal oxytocin treatment have reported inconsistent results and have not combined it with positive social interaction. However, In two preclinical studies we established that treatment every-other-day rather than daily is more efficacious in maintaining neural and behavioral effects by reducing receptor desensitization. We aimed to establish whether 6-weeks of intranasal oxytocin compared with placebo treatment, followed by a period of positive social interaction, would produce greater symptom improvements in children with ASD. A double-blind, randomized, cross over design trial was completed including 41 children with ASD aged 3-8 years. Primary outcomes were the Autism Diagnostic Observation Schedule-2 (ADOS-2) and social responsivity scale-2 (SRS-2). Secondary measures included other autism-related questionnaires and social attention assessed using two eye-tracking paradigms. A clinical reliable change index analysis revealed improvements in ADOS-2 total scores in 44% of children. Improvements in SRS-2 and behavioral adaptability scores were also found and correlated with increased basal saliva oxytocin concentrations. Additionally, oxytocin improved restrictive and repetitive behavior scores and increased time spent viewing dynamic social compared to geometric stimuli and the eye region of angry, happy and neutral expression faces. There were no adverse side-effects of oxytocin treatment. Overall, our results demonstrate that 6 weeks of intranasal oxytocin treatment administered every other day and followed by positive social interactions can improve clinical, eye-tracking and questionnaire-based assessments of symptoms in young autistic children.

Social-Emotional Competence in Down Syndrome

2020 ◽  
Author(s):  
Amanda Dimachkie ◽  
Connie L. Kasari
Keyword(s):  
Down Syndrome ◽  
Emotional Competence ◽  
Self Regulation ◽  
Social Problem Solving ◽  
Developmental Trajectory ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Prosocial Orientation ◽  
Expression Of Emotions ◽  
Prism Model

This chapter aims to synthesize historical and contemporary literature to provide an overarching understanding of social-emotional competence in individuals with Down syndrome, where social-emotional competence refers to the skills necessary to allow for successful social relationships, as well as the ability to regulate the experience and expression of emotions. Using the framework of Rose-Krasnor’s prism model, this chapter addresses each of the four components that underlie the development of social-emotional competence: self-regulation, social awareness, prosocial orientation, and social problem-solving. The development of each of these components is described for individuals with Down syndrome, and a description of the typical developmental trajectory is given for reference. The short-term and long-term implications of each component are also discussed, as they relate to the individual’s overall social-emotional competence. This overview aims to highlight what is known regarding social-emotional competence in individuals with Down syndrome, as well as to identify areas in which knowledge is lacking.

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.

scholarly journals Socio-emotional and motor engagement during musical activities in older adults with major neurocognitive impairment

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Lise Hobeika ◽  
Matthieu Ghilain ◽  
Loris Schiaratura ◽  
Micheline Lesaffre ◽  
Dominique Huvent-Grelle ◽  
...  
Keyword(s):  
Older Adults ◽  
Music Therapy ◽  
Body Motion ◽  
Emotional Engagement ◽  
Live Performance ◽  
Rhythmic Movements ◽  
Motor Activities ◽  
Clinical Benefits ◽  
Video Condition ◽  
Musical Activities

AbstractAlthough music therapy may engender clinical benefits in patients with neurodegenerative disease, the impacts of social and musical factors of such activities on socio-emotional and motor engagements are poorly understood. To address this issue, non-verbal behaviors of 97 patients with or without major cognitive impairment (CI) were assessed when listening to music or a metronome in front of a musician who was present physically (live) or virtually (video). Socio-emotional engagement was quantified as emotional facial expression production and gaze direction. Motor engagement was quantified as overall body motion and the production of rhythmic movements. In both groups, positive facial expressions were more frequent and rhythmic motor activities lasted longer with music than with a metronome, and during a live performance rather than a video performance. Relative to patients without CI, patients with CI moved less with music, expressed fewer emotions, and spent less time looking at the musician in the video condition and in the metronome condition. The relative reductions in motor and socio-emotional engagements in patients with CI might be markers of disease progression. However, the presence of a live partner induces older adults to engage emotionally and physically in musical activities emphasizing the relevance of using live performance as motivational levers during music therapy.

EDUCATION SELECTIONEuropean Journal of Special Needs Education (1999)

2000 ◽  
Vol 5 (3) ◽  
pp. 139-141
Author(s):  
Sally Beveridge ◽  
Sue Pearson
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Special Needs ◽  
Social Dimension ◽  
Common Theme ◽  
Special Educational Needs ◽  
Physical Proximity ◽  
Special Needs Education ◽  
The Social ◽  
Positive Social Interaction

The three articles from Volume 14 that are reviewed here are linked by a common theme: the social interactions of children with special educational needs. The countries involved, the target group of pupils and the methodology vary but each one draws attention to the complexities of the social dimension of inclusion and suggest that physical proximity alone does not ensure positive social interaction.

Telehealth music therapy for persons with dementia and/or caregivers

2021 ◽  
Vol 13 (3) ◽  
pp. 206-210
Author(s):  
Amy Clements-Cortés ◽  
Melissa Mercadal-Brotons ◽  
Tereza Raquel Alcântara Silva ◽  
Shirlene Vianna Moreira
Keyword(s):  
Older Adults ◽  
Social Interaction ◽  
Best Practices ◽  
Music Therapy ◽  
Music Therapists ◽  
Starting Point ◽  
And Training ◽  
Practical Recommendations

The COVID-19 pandemic has placed many restrictions on social interaction. Although these restrictions are challenging for everyone, they are particularly difficult for older adults who are often isolated. While telehealth has been around for a number of years, it had not been practiced to any great extent by music therapists until COVID-19. Telehealth will continue to prove valuable even when the pandemic ends, and as a result, it is timely to assess the benefits and recommendations for best practices. This paper provides a starting point of reflection for telehealth for persons with dementia, offering practical recommendations and implications for planning and training.

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