Motor skills play an important role in language, play, academic and adaptive behaviors of individuals. The present study aimed to determine the effectiveness of music therapy along with play therapy in rising motor coordination of children with autism. Methods:In this quasi-experimental study with pre-test and post-test design, Autism Evaluation Scale and Motor Development Scale were administered to 30 randomly selected male students with autism spectrum disorder aged between 6 and 11 years before and after the intervention. The experimental group attended 15 sessions (each lasted 60 minutes), twice a week and were trained by music therapy along with play therapy program. However, the control group did not receive such programs. One-way analysis of covariance was used for analyzing the data.Results: There was a significant difference (P<0.001) between the experimental and control groups after applying music therapy along with play therapy. Discussion: Considering the problems with autism in motor coordination, applying music therapy along with play therapy is necessary for rehabilitating these children. Implications of these results are useful for planning intervention strategies to decrease motor problems in this population.
Objective: In this study, we aimed to investigate the effect of Music Therapy (MT) along with Play Therapy (PT) on increasing appropriate Social Behaviors (SBs) and decreasing inappropriate stereotyped behaviors of children with autism.Methods: This is an experimental study, and we used pre-test and post-test control group design to analyze the data. The study sample included 30 children with autism between the ages of 6 and 12 years who were randomly selected and assigned into experimental and control groups. To collect data, the Autism Assessment Quotient, Teacher Assessment of Social Behavior Questionnaire, and Gilliam's Autism Rating Subscale were used. In this study, the experimental group underwent a total of 15 sessions of training with MT along with PT for a period of 7 weeks, whereas the control group did not receive such training.Results: Analysis of covariance (ANCOVA) showed that training with MT along with PT increased pro-social subscales (P=0.001) and decreased shyness/withdrawal subscales (P=0.001) and that stereotyped behaviors in children with autism decreased (P=0.01). Conclusion:MT along with PT increased appropriate SBs and decreased inappropriate stereotyped behaviors of children with autism. Therefore, we can conclude that strengthening MT and PT skills should be considered one of the basic axes for professionals and educators in training and curing children with autism.
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