An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™ Method / Lorrie SCHMID in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.176-185 Titre : An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™ Method Type de document : Texte imprimé et/ou numérique Auteurs : Lorrie SCHMID, Auteur ; Lauren DEMOSS, Auteur ; Paige SCARBROUGH, Auteur ; Carol RIPPLE, Auteur ; Yasmine WHITE, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.176-185 Mots-clés : autism spectrum disorders  intervention  communication  socialization  music therapy Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have marked deficits in social communication skills, which can challenge their ability to participate in academic and social activities. Music therapy is a popular intervention for children with ASD, and although research evidence supporting its effectiveness is growing, methodological flaws limit interpretation. The present study proposes a new measure, the DUACS, to assess outcomes associated with a group music therapy program, Voices Together. Participants were 64 elementary students from nine self-contained autism classrooms who attended 16 weekly intervention sessions. Teacher-reported behavior questionnaires and direct student behavioral measures were administered at baseline, during, and after treatment. Increases in communication and social skills suggested program effectiveness, particularly among students with higher baseline skills. Further investigation of this program approach will help to better understand its mechanisms and for whom it works best. En ligne : https://doi.org/10.1177/1088357620902505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™ Method [Texte imprimé et/ou numérique] / Lorrie SCHMID, Auteur ; Lauren DEMOSS, Auteur ; Paige SCARBROUGH, Auteur ; Carol RIPPLE, Auteur ; Yasmine WHITE, Auteur ; Geraldine DAWSON, Auteur . - p.176-185. in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.176-185 Mots-clés : autism spectrum disorders  intervention  communication  socialization  music therapy Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have marked deficits in social communication skills, which can challenge their ability to participate in academic and social activities. Music therapy is a popular intervention for children with ASD, and although research evidence supporting its effectiveness is growing, methodological flaws limit interpretation. The present study proposes a new measure, the DUACS, to assess outcomes associated with a group music therapy program, Voices Together. Participants were 64 elementary students from nine self-contained autism classrooms who attended 16 weekly intervention sessions. Teacher-reported behavior questionnaires and direct student behavioral measures were administered at baseline, during, and after treatment. Increases in communication and social skills suggested program effectiveness, particularly among students with higher baseline skills. Further investigation of this program approach will help to better understand its mechanisms and for whom it works best. En ligne : https://doi.org/10.1177/1088357620902505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

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