Identifying Stimuli that Alter Immediate and Subsequent Levels of Vocal Stereotypy

Lanovaz, Marc J.; Fletcher, Sarah E.; Rapp, John T.

doi:10.1177/0145445509344972

Cited by 47 publications

(47 citation statements)

References 28 publications

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“…The finding is consistent with research conducted by Lanovaz et al (2009), Lanovaz et al, (2012, Saylor et al (2012), and Rapp (2007). They found that MT decreases stereotyped behaviors in children with autism and presenting nonrandom access to musical stimuli normally decreases reinforced behavior more than other conventional stimuli.…”

Section: Discussionsupporting

confidence: 90%

The Effect of Music Therapy Along With Play Therapy on Social Behaviors and Stereotyped Behaviors of Children With Autism

Khanzadeh

Imankhah

2017

PCP

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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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Section: Discussionsupporting

confidence: 90%

The Effect of Music Therapy Along With Play Therapy on Social Behaviors and Stereotyped Behaviors of Children With Autism

Khanzadeh

Imankhah

2017

PCP

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“…As one of the interesting potential effect of the current robot-assisted interventions for our low-functioning subject, and according to the psychologists' observations, P4-Roh's verbal skills increased somewhat and his stereotyped behaviors (especially his fluttering fingers) decreased a bit. Music seemed to be effective in decreasing the stereotyped behaviors of children with autism [12,13].…”

Section: P3-radmentioning

confidence: 99%

“…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, verbal/gestural communication [17], and behaviors [18] of ASDs.…”

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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“…Levels of vocal stereotypy displayed by the participant, a 9 year-old boy with autism, were lowest in the contingent music condition, suggesting that auditory stimuli may be functionally matched to the product of vocal stereotypy. In another study assessing impacts of auditory stimuli on vocal stereotypy Lanovaz et al (2009) compared four conditions, two that matched the sensory product of stereotypy (music and musical toys), and two that provide no matched sensory product (toys that provided no auditory feedback and no toy situations). Their results indicated that for 2 of the three participants, vocal stereotypy was not specific to the matched sensory product.…”

Section: Music Used As An Intervention For Behaviourmentioning

confidence: 99%

Music Interventions for Children with Autism: Narrative Review of the Literature

Simpson

Keen

2011

J Autism Dev Disord

138

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It is widely reported that music can be beneficial to individuals with autism. This review was undertaken to determine the evidence base for the use of music as an intervention for children with autism. After searching relevant databases, 128 articles were identified of which 20 articles met the study's inclusion criteria. Composed songs and improvisational music therapy were the predominant music techniques used. There was somewhat limited evidence to support the use of music interventions under certain conditions to facilitate social, communicative and behavioural skills in young children with autism. The implications of these findings in terms of use of music interventions, issues related to generalization and maintenance, and future research are discussed.

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Identifying Stimuli that Alter Immediate and Subsequent Levels of Vocal Stereotypy

Cited by 47 publications

References 28 publications

The Effect of Music Therapy Along With Play Therapy on Social Behaviors and Stereotyped Behaviors of Children With Autism

The Effect of Music Therapy Along With Play Therapy on Social Behaviors and Stereotyped Behaviors of Children With Autism

Teaching Music to Children with Autism: A Social Robotics Challenge

Music Interventions for Children with Autism: Narrative Review of the Literature

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