Music and On-task Behaviors in Preschool Children With Autism Spectrum Disorder

Dieringer, Shannon Titus; Porretta, David L.; Sainato, Diane M.

doi:10.1123/apaq.2015-0033

Cited by 12 publications

(8 citation statements)

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“…The estimated marginal means for music therapy is not consistent with the submission of Anderson and Fuller (2010) , who reported a significant decline in reading comprehension after pupils listened to lyrical music, compared to the control group that read in a quiet environment. The result is, however, consistent with the previous report that music has a positive effect on increasing on-task behavior ( Dieringer et al, 2017 ) and decreasing off-task behavior ( Titus and Porretta, 2012 ) for children with ASD.…”

Section: Resultssupporting

confidence: 92%

Attention Span of Children With Mild Intellectual Disability: Does Music Therapy and Pictorial Illustration Play Any Significant Role?

2021

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This study investigated the effects of music therapy and pictorial illustration on the attention span of children with mild intellectual difficulties. A pre-test, post-test and control group quasi-experimental research design was used with a sample of children diagnosed with mild intellectual disability from three special schools in Ibadan, Nigeria. Fifty children were randomly selected and assigned to one of three groups: music therapy, pictorial illustration, or control (N = 50, male = 25, female = 25, mean age = 11.6 years). Twenty-four sessions of music therapy and pictorial illustration classes were held with the experimental group only. The Moss Attention Rating Scale was used before and after the intervention to collect data on participants’ attention span. Analysis of Covariance indicated that there was a significant statistical difference between pre-test and post-test results of the two groups. The estimated marginal means of post-attention span by treatment indicated that pictorial illustration had the highest post-attention span score, followed by music therapy, while post-attention span score for the control group was the least. Based on the findings, it is recommended that teachers, caregivers, and parents of children with mild intellectual disability adopt pictorial illustration and music therapy as teaching strategies to enhance their attention span.

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Section: Resultssupporting

confidence: 92%

Attention Span of Children With Mild Intellectual Disability: Does Music Therapy and Pictorial Illustration Play Any Significant Role?

2021

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“…The dependent variable was student GMTC. GMTC was coded when the student demonstrated (a) proper movement skills (e.g., running when instructed to run); (b) visual attention to the GA during movement activities; (c) appropriate use of various equipment (i.e., beanbag); (d) successful transitions between activities; (e) physically attends (engages) to the task within 5 seconds of the initiation of the activity (Dieringer, ; Dieringer, Porretta, & Sainato, in press).…”

Section: Methodsmentioning

confidence: 99%

“…Overall, the research evaluating GM skills for children with ASD is limited and even less research has been conducted to evaluate the impact of music on physical activity levels for this population (Dieringer & Poretta, ; Kennedy, Kua‐Walker, ; O'Connor & Dieringer, ; Dieringer, Porretta, & Sainato, in press). Although data supporting music as a viable intervention component for students with ASD are still emerging, preliminary data support positive behavior changes for young children with developmental disabilities in a variety of educational settings when music is incorporated (Gunsberg, ; Humpal, ).…”

mentioning

confidence: 99%

Increasing Physical Activity in Children With Autism Through Music, Prompting, and Modeling

Dieringer

Zoder‐Martell

Porretta

et al. 2017

Psychology in the Schools

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The purpose of the current study was to evaluate strategies to increase gross motor task completion (GMTC) in physical activity programming for children with autism spectrum disorder in a school setting. A multiple baseline design across five participants was used compare the impact of the presentation of music with lyrical instruction alone and with a teacher modeling and providing verbal prompting for increasing GMTC. Furthermore, the extent to which the GMTC generalized to a novel song following training was also evaluated. All participants engaged in low levels of GMTC during baseline and in the music only conditions. Improvements were found when modeling and prompting were introduced; however, the change was modest. Finally, none of the participants demonstrated generalization to a novel song. In light of the findings, implications for schools to consider physical activity programming will be discussed.

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“…Interestingly, researchers have reported that music has a positive effect on increasing on-task behavior (Dieringer et al, 2017) and decreasing off-task behavior (Titus & Porretta, 2012) for children with ASD. Further, dance and drumming's aerobic motion can increase cardiovascular activity and oxygenation of blood (Maschi & Bradley, 2010).…”

Section: Introductionmentioning

confidence: 99%

Drums-Alive Intervention Effect on the Motor and Functional Skills in Youth with Intellectual Disabilities and Autism Spectrum Disorder: A Pilot Study

Yang¹,

Yang²,

Keener³

et al. 2021

APE

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Intellectual disability (ID) and autism spectrum disorder (ASD) are associated with impairments in motor development, attention, and behavior. Physical activity (PA) has been demonstrated to improve these conditions. However, many individuals with ID and ASD are not motivated to persist at performing PA tasks for an extended period of time. Therefore, there is a great need to find forms of PA that could motivate individuals to stay at performing PA. One such form of PA is Drums-Alive, which involves movement, drumming, and music to increase enjoyment motivation. While it is speculated the Drums-Alive could have an effect on motor skills, attention, and behavior, this concept has not been examined in persons with ID and ASD. Therefore, this study aimed to explore the effect of Drums-Alive on motor skills, attention, and behavior for individuals with ID and ASD. Nine adolescents diagnosed with ID or ASD participated in an eight-week Drums-Alive program intervention. Motor skills, attention, and behavior were measured before and after the intervention. Paired-samples t-tests were used, and the statistical significance was established at p ≤ 0.05. The results suggested no significant differences in motor skills, attention, and behavior before and after the Drums-Alive intervention (p > 0.05). Though no statistical significance was found, improvements were observed from the pretest and posttest means, and all participants expressed their enjoyment of participating in the Drum-Alive program.

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Music and On-task Behaviors in Preschool Children With Autism Spectrum Disorder

Cited by 12 publications

References 0 publications

Attention Span of Children With Mild Intellectual Disability: Does Music Therapy and Pictorial Illustration Play Any Significant Role?

Attention Span of Children With Mild Intellectual Disability: Does Music Therapy and Pictorial Illustration Play Any Significant Role?

Increasing Physical Activity in Children With Autism Through Music, Prompting, and Modeling

Drums-Alive Intervention Effect on the Motor and Functional Skills in Youth with Intellectual Disabilities and Autism Spectrum Disorder: A Pilot Study

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