Effects of a Music Therapy Group Intervention on Enhancing Social Skills in Children with Autism

LaGasse, A. Blythe

doi:10.1093/jmt/thu012

Cited by 104 publications

(86 citation statements)

References 30 publications

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“…Through repetition of this process there are attentions which then would activate working memory. The results of this study have the support of research conducted by Hidayat and Marettih [22] whose results showed that classical music can enhance endurance attention of students in learning.…”

Section: Resultssupporting

confidence: 87%

The Effect of Music and Motoric Movement Intervention to Increase Attention among Elementary School Studentsin Semarang Central Java

Dewi

Rusmawati

Ratnaningsih

2015

Procedia Environmental Sciences

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This study was done to determine the effect of the music and motoric movement as an intervention to increase attention among third grader elementary school in Semarang. Quasi Experimental with nonrandomized pretest-posttest control group design was used to achieve the aim of study. Wechsler Intelligence Scale for Children (WISC) -IV digit spansub-test (forward backward)was used to measure students attention. Subjects were divided into three groups, first group wastreated with music intervention involved 28 students, second group was treated with music and motoric movement intervention involved 25 students, and 25 students in the control group. The results showed that theattention in group 1 was significantly increased (MD = -1321, p<0.05), in group 2 was not significantly increased (MD = -0280; p> 0.05), while subject in control group experienced with decreased attention (MD = -0443, p<0.05). Music intervention could increase attention by 11.7 %, music and motoric movement intervention only increased attention by0.5 %, and subjects experienced a significant decrease by 13 % in control group.This finding is strikingly unique and perhaps will promote the notion that "two heads are not always better than one", but clearly better than nothing.

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Section: Resultssupporting

confidence: 87%

The Effect of Music and Motoric Movement Intervention to Increase Attention among Elementary School Studentsin Semarang Central Java

Dewi

Rusmawati

Ratnaningsih

2015

Procedia Environmental Sciences

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“…We can observe how clients use the music and how problems may get in the way of interactive communication (Bunt, 1996). The literature demonstrates that s variety of the needs of individuals with ASD can be improved with music therapy treatment such as increasing engagement behavior, decreasing autistic-like behavior, improving emotional understanding, increasing emotional engagement and social skills including joint attention, social greeting routines, and communication skills (LaGasse, 2014).…”

Section: Music Therapy Interventions To Improve Social Skillsmentioning

confidence: 99%

“…Unlike a detailed and personalized plan, the therapist organizes a session addressing group members with similar requirements (Hanser, 1999). There are research results which show music therapy interventions improve social behaviors within a group therapy setting (LaGasse, 2014).…”

Section: Music Therapy Interventions To Improve Social Skillsmentioning

confidence: 99%

The Use of Music Interventions to Improve Social Skills in Adolescents with Autism Spectrum Disorders in Integrated Group Music Therapy Sessions

Eren

2015

Procedia - Social and Behavioral Sciences

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The lack of social interest is one of the core features of individuals with Autism Spectrum Disorders (ASD). Individuals with ASD suffer direct and indirect consequences related to their social interaction deficits. The effect of these deficits often increases during adolescence. In this period, adolescents with ASD start to report their desire for peer social interaction, and may also experience more loneliness than their typically developing peers. It is especially vital for adolescents with ASD to have emotionally non-threatening social experiences. The non-threatening and acquiescent nature of music helps to decrease the anxiety experienced during direct interaction with others and improve the social skills of adolescents with ASD. In this study,video recordings of music therapy activities carried out with a group of adolescents with ASD are analyzed, and the outcomes are presented. While activities such as singing, rhythmic games, creative movement and dance were performed; adolescents were asked to work in dyads, in small groups and in a large group. Adolescents initiated and sustained social interactions during music sessions and less resistance was observed while interacting with their peers.

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“…Some studies have reported an acceptable decrease in stereotyped behaviors and self-injuries in ASDs after running music-based interventions [12,13]. Music therapy interventions have also been used to increase social [14,15] and emotional [16] skills, verbal/gestural communication [17], and behaviors [18] of ASDs. The lack of studies on improving gross and fine motor skills of ASDs through music-based interventions is still a serious gap in this area [6].…”

Section: -Introductionmentioning

confidence: 99%

Teaching Music to Children with Autism: A Social Robotics Challenge

Taheri¹,

Meghdari²,

Alemi³

et al. 2017

Scientia Iranica

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Abstract-Utilizing a humanoid social robot to systematically teach music to children with autism has not received wide attention to date. In this study, a novel robot-assisted music-based scenario has been designed in order to: 1) teach fundamentals of music via a xylophone-/drum-player robot as a teacher assistant, and 2) improve social/cognitive skills through active music games in children with autism. The educational-therapeutic interventions were conducted in an elevensession case study program on three high-functioning and one low-functioning children with autism taking into consideration the children's, parents', and therapists' experience during the program. The results indicated that as a tool and facilitator, the NAO robot does have the ability to teach musical notes/rhythms to the participants with high-functioning autism. It was also observed that the severity of the participants' autism as well as the stress of the parents decreased somewhat during these sessions. Furthermore, noticeable improvements were seen in social/cognitive skills of all four participants; as well as the positive effect of this program on fine motor imitation skills of two subjects after the interventions. The progress reported from this preliminary exploratory study confirmed the potential benefits of using social robots and intelligent technologies as a facilitator in music-teaching and cognitive-rehabilitation. 1-IntroductionMusic has the power to influence humans and in particular children's emotions, moods, and feelings. Teaching music can help develop new or improve existing social, verbal/non-verbal communication skills in children [1][2][3]. Children who receive regular music education may have better movement, math and reading skills in comparison to their peers [4].Children with autism may have stereotyped behaviors and limited communication skills [5]. Music could be an effective way to involve them in rhythmic/non-verbal communication [1]. Nowadays, at least 12% of all treatment of ASD 1 s consist of music-based therapies [6].Music has often been used in therapeutic sessions with children with mental and behavioral disabilities [7]. There is ample evidence that shows either playing music during therapy sessions or teaching music to children with autism can significantly increase the impact of therapy sessions [8,9]. These studies have inspired researchers to use embodied music-based approaches to facilitate multisystem development of children [6]. In such studies or therapy sessions, an instrument is either played by a human or recorded music is played back in individual/group interventions [6,10]. Kalas [11], and Kim, Wigram, & Gold [2] showed improvement in joint attention, turn taking and eye contact of children with autism in (active) musicmaking interventions. Some studies have reported an acceptable decrease in stereotyped behaviors and self-injuries in ASDs after running music-based interventions [12,13]. Music therapy interventions have also been used to increase social [14,15] and emotional [16] skills...

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Effects of a Music Therapy Group Intervention on Enhancing Social Skills in Children with Autism

Abstract: The results of this study support further research on the use of music therapy group interventions for social skills in children with ASD. Statistical results demonstrate initial support for the use of music therapy social groups to develop joint attention.

Cited by 104 publications

References 30 publications

The Effect of Music and Motoric Movement Intervention to Increase Attention among Elementary School Studentsin Semarang Central Java

The Effect of Music and Motoric Movement Intervention to Increase Attention among Elementary School Studentsin Semarang Central Java

The Use of Music Interventions to Improve Social Skills in Adolescents with Autism Spectrum Disorders in Integrated Group Music Therapy Sessions

Teaching Music to Children with Autism: A Social Robotics Challenge

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