An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSSâ„¢ 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 VOICSSâ„¢ Method Type de document : texte imprimé 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 VOICSSâ„¢ Method [texte imprimé] / 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

A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting / J. MENDELSON in Autism Research and Treatment, 2016 (2016)  

Public ISBD [article]  inAutism Research and Treatment > 2016 (2016) Titre : A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting Type de document : texte imprimé Auteurs : J. MENDELSON, Auteur ; Yasmine WHITE, Auteur ; L. HANS, Auteur ; R. ADEBARI, Auteur ; L. SCHMID, Auteur ; J. RIGGSBEE, Auteur ; A. GOLDSMITH, Auteur ; B. OZLER, Auteur ; K. BUEHNE, Auteur ; Sarah JONES, Auteur ; J. SHAPLETON, Auteur ; Geraldine DAWSON, Auteur Année de publication : 2016 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together(R), for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: "long-term" (15 weeks beginning in January 2015 (Time 1), n = 14) or "short-term" (7 weeks beginning 7 weeks later in February (Time 2), n = 17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs. En ligne : http://dx.doi.org/10.1155/2016/1284790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332 [article] A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting [texte imprimé] / J. MENDELSON, Auteur ; Yasmine WHITE, Auteur ; L. HANS, Auteur ; R. ADEBARI, Auteur ; L. SCHMID, Auteur ; J. RIGGSBEE, Auteur ; A. GOLDSMITH, Auteur ; B. OZLER, Auteur ; K. BUEHNE, Auteur ; Sarah JONES, Auteur ; J. SHAPLETON, Auteur ; Geraldine DAWSON, Auteur . - 2016. Langues : Anglais (eng) in Autism Research and Treatment > 2016 (2016) Index. décimale : PER Périodiques Résumé : Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together(R), for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: "long-term" (15 weeks beginning in January 2015 (Time 1), n = 14) or "short-term" (7 weeks beginning 7 weeks later in February (Time 2), n = 17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs. En ligne : http://dx.doi.org/10.1155/2016/1284790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332

---

1 (1 - 2 / 2) Par page : 25 50 100 200