The Use of Prescriptive Therapeutic Songs in a Home-Based Environment to Promote Social Skills Acquisition by Children with Autism: Three Case Studies

Pasiali, Varvara

doi:10.1093/mtp/22.1.11

Cited by 73 publications

(57 citation statements)

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“…Based on the parents' reports, the social skills of all the participants improved somewhat during the intervention sessions. This observed result is in line with the reports of [2,6,15,17] in non-robotic music therapy programs as well as [21,41] in robot-assisted therapeutic interventions. Human therapists' reports in subsections 3-2 and 3-3 also support the parents' viewpoint in improvement of the subjects' social skills.…”

Section: -4-2 Asspsupporting

confidence: 91%

“…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%

See 1 more Smart Citation

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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Section: -4-2 Asspsupporting

confidence: 91%

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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“…group but not in the traditional therapy group. This finding supports what other researchers have found on the importance of music-based interventions for improvements in social functioning [7][8][9][10][11][12], and may support the notion that M.B.C.T. can be used to strengthen social language skills in children with autism.…”

Section: Discussionsupporting

confidence: 90%

Improving Pragmatics in Nonverbal Children with Autism Using Melodic Based Communication Therapy

Mainess¹

2013

Autism

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“…Two studies implemented music interventions in conjunction with social stories (Brownell 2002;Pasiali 2004). Social stories are short stories designed to aid in the social understandings of individuals with autism (Gray 2000).…”

Section: Music Used As An Intervention For Behaviourmentioning

confidence: 99%

“…Although the targeted behaviour was recorded less frequently in the singing condition, it only reached statistical significance for one participant. Pasiali (2004) introduced the prescriptive song protocol as an individual intervention conducted in the home environment. Two of the three children demonstrated a significant reduction in behaviour between the baseline and intervention.…”

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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The Use of Prescriptive Therapeutic Songs in a Home-Based Environment to Promote Social Skills Acquisition by Children with Autism: Three Case Studies

Cited by 73 publications

References 0 publications

Teaching Music to Children with Autism: A Social Robotics Challenge

Teaching Music to Children with Autism: A Social Robotics Challenge

Improving Pragmatics in Nonverbal Children with Autism Using Melodic Based Communication Therapy

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

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