The analysis and treatment of problem behavior evoked by auditory stimulation

Devlin, Sarah; Healy, Olive; Leader, Geraldine; Reed, Phil

doi:10.1016/j.rasd.2008.02.001

Cited by 35 publications

(29 citation statements)

References 12 publications

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“…Devlin et al (2008) observed an increase in challenging behaviour displayed by a 6 yearold when he was exposed to certain types of music. In their study they were able to increase the boy's tolerance for the music by using it as a differential negative reinforcement of other behaviour.…”

Section: Music Used As An Intervention For Behaviourmentioning

confidence: 93%

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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Section: Music Used As An Intervention For Behaviourmentioning

confidence: 93%

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

Simpson

Keen

2011

J Autism Dev Disord

138

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“…Specifically, when children with autism were taught the four emotions of happiness, sadness, anger, and fear using verbal instructions or appropriate background music or specially composed songs, they improved their understanding of the selected emotions most in the background music condition (Katagiri, 2009). Further, music-based contexts have been used with success to reduce challenging behaviors such as self-injurious, aggressive, and stereotypical behaviors in children with autism (Wood, 1991; Gunter et al, 1993; Clauss, 1994; Orr et al, 1998; Brownell, 2002; Pasiali, 2004; Rapp, 2007; Devlin et al, 2008; Carnahan et al, 2009a,b; Lanovaz et al, 2009). …”

Section: Multisystem Effects Of Musical Experiencesmentioning

confidence: 99%

A review of “music and movement” therapies for children with autism: embodied interventions for multisystem development

Srinivasan¹,

Bhat²

2013

Front. Integr. Neurosci.

109

103

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The rising incidence of Autism Spectrum Disorders (ASDs) has led to a surge in the number of children needing autism interventions. This paper is a call to clinicians to diversify autism interventions and to promote the use of embodied music-based approaches to facilitate multisystem development. Approximately 12% of all autism interventions and 45% of all alternative treatment strategies in schools involve music-based activities. Musical training impacts various forms of development including communication, social-emotional, and motor development in children with ASDs and other developmental disorders as well as typically developing children. In this review, we will highlight the multisystem impairments of ASDs, explain why music and movement therapies are a powerful clinical tool, as well as describe mechanisms and offer evidence in support of music therapies for children with ASDs. We will support our claims by reviewing results from brain imaging studies reporting on music therapy effects in children with autism. We will also discuss the critical elements and the different types of music therapy approaches commonly used in pediatric neurological populations including autism. We provide strong arguments for the use of music and movement interventions as a multisystem treatment tool for children with ASDs. Finally, we also make recommendations for assessment and treatment of children with ASDs, and provide directions for future research.

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“…The most consistent theme in this interview from unsolicited responses was that SI therapy was an important intervention for the students' challenging behaviours associated with reactions to sensory stimuli. It is possible that students may eventually become less sensitive when exposed to certain sensory stimulation consistently (Devlin, Healy, Leader, & Reed, 2008). If teachers using SI therapy do observe positive effects on students following consistent exposure to sensory stimuli, it is possible that these effects are a result of a desensitisation process rather than the reasons suggested within sensory integration theory (see Ayres, 1972, p. 27;Schaaf & Miller, 2005).…”

Section: Perceived Effectsmentioning

confidence: 99%

“…Given that the behaviour of students related to sensory stimuli was a major theme throughout all the interviews, it may be beneficial to introduce alternative strategies, such as the use of functional analysis and related interventions (Devlin et al, 2008;Mason & Iwata, 1990) for dealing with such challenging behaviour. Where there are issues of sensitivity to sensory stimuli that are present in the natural environment, behavioural systematic desensitisation strategies may be useful.…”

Section: Perceived Effectsmentioning

confidence: 99%

“…In spite of these limitations, the issues surrounding the educators' lack of access to research knowledge in developing countries like Malaysia appear genuine, and future research may be needed to find ways to distribute research knowledge to these stakeholders in order to close the gap between research and what is practiced in the field. Furthermore, other interventions for behaviours related to sensory stimuli, such as the functional analysisbased desensitisation approach (Devlin et al, 2008), may need additional research in order to more fully evaluate their potential as evidence-based alternatives to SI therapy.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

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The Use of Sensory Integration Therapy by Intervention Service Providers in Malaysia

Leong

Stephenson

Carter

2011

International Journal of Disability, Development and Education

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Sensory integration (SI) therapy is a controversial intervention used in intervention for children with disabilities that is popular in the United States. Little is known about the use of SI therapy for children with disabilities in educational centres in developing nations such as Malaysia. Supervisors and teachers from seven educational intervention centres in city-centre areas in Malaysia were interviewed on their use of SI therapy. Occupational therapists were found to have a major influence on the decision to use SI therapy by the interviewees. It was also found that SI therapy was implemented in a limited manner in these centres and that one of the primary factors that motivated teachers to use SI therapy was the perception that students' behaviours were associated with sensory stimulation. Implications for evidence-based decision-making in developing countries are discussed.

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The analysis and treatment of problem behavior evoked by auditory stimulation

Cited by 35 publications

References 12 publications

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

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

A review of “music and movement” therapies for children with autism: embodied interventions for multisystem development

The Use of Sensory Integration Therapy by Intervention Service Providers in Malaysia

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