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Résultat de la recherche
23 recherche sur le mot-clé 'music'




Music Interventions for Children with Autism: Narrative Review of the Literature / Kate SIMPSON in Journal of Autism and Developmental Disorders, 41-11 (November 2011)
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Titre : Music Interventions for Children with Autism: Narrative Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Kate SIMPSON, Auteur ; Deb KEEN, Auteur Année de publication : 2011 Article en page(s) : p.1507-1514 Langues : Anglais (eng) Mots-clés : Autism Music Intervention Review Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-010-1172-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147
in Journal of Autism and Developmental Disorders > 41-11 (November 2011) . - p.1507-1514[article] Music Interventions for Children with Autism: Narrative Review of the Literature [Texte imprimé et/ou numérique] / Kate SIMPSON, Auteur ; Deb KEEN, Auteur . - 2011 . - p.1507-1514.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-11 (November 2011) . - p.1507-1514
Mots-clés : Autism Music Intervention Review Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-010-1172-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 Using music to assist language learning in autistic children with minimal verbal language: The MAP feasibility RCT / Tim I. WILLIAMS in Autism, 28-10 (October 2024)
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Titre : Using music to assist language learning in autistic children with minimal verbal language: The MAP feasibility RCT Type de document : Texte imprimé et/ou numérique Auteurs : Tim I. WILLIAMS, Auteur ; Tom LOUCAS, Auteur ; Jacqueline SIN, Auteur ; Mirjana JEREMIC, Auteur ; Sina MEYER, Auteur ; Sam BOSELEY, Auteur ; Sara FINCHAM-MAJUMDAR, Auteur ; Georgia ASLETT, Auteur ; Ruan RENSHAW, Auteur ; Fang LIU, Auteur Article en page(s) : p.2515-2533 Langues : Anglais (eng) Mots-clés : autism early language learning music parent-child interaction social communication Index. décimale : PER Périodiques Résumé : Music has been shown to improve social interaction and attention to verbal stimuli in autism. We report a feasibility randomised controlled trial of an online intervention using music-assisted programmes, compared with best-practice treatment (Social Communication Intervention for Pre-schoolers-Intensive) for language learning in preschool autistic children with minimal verbal language. Minimisation randomisation ensured comparability of groups before intervention. Ninety-one people expressed interest in taking part; 27 met eligibility criteria and were randomised to receive either music-assisted programmes or Social Communication Intervention for Pre-schoolers-Intensive. Children and their parent received two 45-min sessions weekly, over 18?weeks, coached online by a speech and language therapist. A smartphone app was developed to support home-based practice between sessions. Over the study period, 20% of participants completed the intervention and assessments of outcome measures. At 3?months post-intervention follow-up, social responsiveness, understanding of words and phrases and number of words spoken and parent-child interaction improved more in the music-assisted programmes than the Social Communication Intervention for Pre-schoolers-Intensive group. The results demonstrate the feasibility of recruiting this population into a randomised controlled trial and the music-assisted programmes had high perceived acceptability highlighted by parent interviews. A full clinical trial to establish music-assisted programmes' effectiveness in improving early vocabulary learning in autistic children is warranted. Lay abstract Research has shown that autistic individuals often have unusually good musical skills and that combining words and music helps autistic individuals to focus on spoken words. This study tests the idea that music will help with early language learning of preschool autistic children. The results show that when caregivers sing words to autistic children, the children pay more attention to the caregiver than when the words are spoken and that they learn word combinations more easily. En ligne : https://dx.doi.org/10.1177/13623613241233804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536
in Autism > 28-10 (October 2024) . - p.2515-2533[article] Using music to assist language learning in autistic children with minimal verbal language: The MAP feasibility RCT [Texte imprimé et/ou numérique] / Tim I. WILLIAMS, Auteur ; Tom LOUCAS, Auteur ; Jacqueline SIN, Auteur ; Mirjana JEREMIC, Auteur ; Sina MEYER, Auteur ; Sam BOSELEY, Auteur ; Sara FINCHAM-MAJUMDAR, Auteur ; Georgia ASLETT, Auteur ; Ruan RENSHAW, Auteur ; Fang LIU, Auteur . - p.2515-2533.
Langues : Anglais (eng)
in Autism > 28-10 (October 2024) . - p.2515-2533
Mots-clés : autism early language learning music parent-child interaction social communication Index. décimale : PER Périodiques Résumé : Music has been shown to improve social interaction and attention to verbal stimuli in autism. We report a feasibility randomised controlled trial of an online intervention using music-assisted programmes, compared with best-practice treatment (Social Communication Intervention for Pre-schoolers-Intensive) for language learning in preschool autistic children with minimal verbal language. Minimisation randomisation ensured comparability of groups before intervention. Ninety-one people expressed interest in taking part; 27 met eligibility criteria and were randomised to receive either music-assisted programmes or Social Communication Intervention for Pre-schoolers-Intensive. Children and their parent received two 45-min sessions weekly, over 18?weeks, coached online by a speech and language therapist. A smartphone app was developed to support home-based practice between sessions. Over the study period, 20% of participants completed the intervention and assessments of outcome measures. At 3?months post-intervention follow-up, social responsiveness, understanding of words and phrases and number of words spoken and parent-child interaction improved more in the music-assisted programmes than the Social Communication Intervention for Pre-schoolers-Intensive group. The results demonstrate the feasibility of recruiting this population into a randomised controlled trial and the music-assisted programmes had high perceived acceptability highlighted by parent interviews. A full clinical trial to establish music-assisted programmes' effectiveness in improving early vocabulary learning in autistic children is warranted. Lay abstract Research has shown that autistic individuals often have unusually good musical skills and that combining words and music helps autistic individuals to focus on spoken words. This study tests the idea that music will help with early language learning of preschool autistic children. The results show that when caregivers sing words to autistic children, the children pay more attention to the caregiver than when the words are spoken and that they learn word combinations more easily. En ligne : https://dx.doi.org/10.1177/13623613241233804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 Age-Related Differences in Response to Music-Evoked Emotion Among Children and Adolescents with Autism Spectrum Disorders / K. G. STEPHENSON in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
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Titre : Age-Related Differences in Response to Music-Evoked Emotion Among Children and Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : K. G. STEPHENSON, Auteur ; E. M. QUINTIN, Auteur ; M. SOUTH, Auteur Année de publication : 2016 Article en page(s) : p.1142-1151 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Music Anxiety Emotion Development Skin conductance response Index. décimale : PER Périodiques Résumé : While research regarding emotion recognition in ASD has focused primarily on social cues, musical stimuli also elicit strong emotional responses. This study extends and expands the few previous studies of response to music in ASD, measuring both psychophysiological and behavioral responses in younger children (ages 8–11) as well as older adolescents (ages 16–18). Compared to controls, the ASD group demonstrated reduced skin conductance response to music-evoked emotion. Younger groups, regardless of diagnosis, showed greater physiological reactivity to scary stimuli than to other emotions. There was a significant interaction of age group and diagnostic group in identifying scary music stimuli, possibly evidencing disrupted developmental trajectories in ASD for integrating physiological and cognitive cues that may underlie symptoms of anxiety. En ligne : http://dx.doi.org/10.1007/s10803-015-2624-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1142-1151[article] Age-Related Differences in Response to Music-Evoked Emotion Among Children and Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / K. G. STEPHENSON, Auteur ; E. M. QUINTIN, Auteur ; M. SOUTH, Auteur . - 2016 . - p.1142-1151.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1142-1151
Mots-clés : Autism spectrum disorder Music Anxiety Emotion Development Skin conductance response Index. décimale : PER Périodiques Résumé : While research regarding emotion recognition in ASD has focused primarily on social cues, musical stimuli also elicit strong emotional responses. This study extends and expands the few previous studies of response to music in ASD, measuring both psychophysiological and behavioral responses in younger children (ages 8–11) as well as older adolescents (ages 16–18). Compared to controls, the ASD group demonstrated reduced skin conductance response to music-evoked emotion. Younger groups, regardless of diagnosis, showed greater physiological reactivity to scary stimuli than to other emotions. There was a significant interaction of age group and diagnostic group in identifying scary music stimuli, possibly evidencing disrupted developmental trajectories in ASD for integrating physiological and cognitive cues that may underlie symptoms of anxiety. En ligne : http://dx.doi.org/10.1007/s10803-015-2624-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 An Exploratory Study of Imagining Sounds and "Hearing" Music in Autism / Alex BACON in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
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Titre : An Exploratory Study of Imagining Sounds and "Hearing" Music in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Alex BACON, Auteur ; C. Philip BEAMAN, Auteur ; Fang LIU, Auteur Article en page(s) : p.1123-1132 Langues : Anglais (eng) Mots-clés : Auditory imagery Autism Earworms Music Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) reportedly possess preserved or superior music-processing skills compared to their typically developing counterparts. We examined auditory imagery and earworms (tunes that get "stuck" in the head) in adults with ASD and controls. Both groups completed a short earworm questionnaire together with the Bucknell Auditory Imagery Scale. Results showed poorer auditory imagery in the ASD group for all types of auditory imagery. However, the ASD group did not report fewer earworms than matched controls. These data suggest a possible basis in poor auditory imagery for poor prosody in ASD, but also highlight a separability between auditory imagery and control of musical memories. The separability is present in the ASD group but not in typically developing individuals. En ligne : http://dx.doi.org/10.1007/s10803-019-04346-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1123-1132[article] An Exploratory Study of Imagining Sounds and "Hearing" Music in Autism [Texte imprimé et/ou numérique] / Alex BACON, Auteur ; C. Philip BEAMAN, Auteur ; Fang LIU, Auteur . - p.1123-1132.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1123-1132
Mots-clés : Auditory imagery Autism Earworms Music Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) reportedly possess preserved or superior music-processing skills compared to their typically developing counterparts. We examined auditory imagery and earworms (tunes that get "stuck" in the head) in adults with ASD and controls. Both groups completed a short earworm questionnaire together with the Bucknell Auditory Imagery Scale. Results showed poorer auditory imagery in the ASD group for all types of auditory imagery. However, the ASD group did not report fewer earworms than matched controls. These data suggest a possible basis in poor auditory imagery for poor prosody in ASD, but also highlight a separability between auditory imagery and control of musical memories. The separability is present in the ASD group but not in typically developing individuals. En ligne : http://dx.doi.org/10.1007/s10803-019-04346-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Brief Report: Evaluating the Effectiveness of Music to Obtain More Accurate Blood Pressure Readings in Children with Williams Syndrome / Jennifer R. WALTON in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
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Titre : Brief Report: Evaluating the Effectiveness of Music to Obtain More Accurate Blood Pressure Readings in Children with Williams Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. WALTON, Auteur ; M. A. MARTENS, Auteur ; M. MOORE-CLINGENPEEL, Auteur Article en page(s) : p.871-876 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Blood Pressure Child Humans Hypotension Music Williams Syndrome Anxiety Williams syndrome Index. décimale : PER Périodiques Résumé : This study examined if listening to music will improve the accuracy of blood pressure (BP) readings in children with Williams syndrome (WS). Fifty-two participants (7-12 years) were randomly assigned to a music or non-music group. BPs were obtained at two time points. There was a significant decrease in both systolic and diastolic BP from Time 1 to Time 2 for everyone. Participants from the music group had lower systolic BP readings at Time 2 than participants in the non-music group (Cohen's d?=?0.33). Systolic BP readings were approximately 3.8 mmHg lower in the music group. Music may be beneficial in obtaining more accurate systolic BP readings in children with WS. En ligne : http://dx.doi.org/10.1007/s10803-021-04970-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.871-876[article] Brief Report: Evaluating the Effectiveness of Music to Obtain More Accurate Blood Pressure Readings in Children with Williams Syndrome [Texte imprimé et/ou numérique] / Jennifer R. WALTON, Auteur ; M. A. MARTENS, Auteur ; M. MOORE-CLINGENPEEL, Auteur . - p.871-876.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.871-876
Mots-clés : Autism Spectrum Disorder Blood Pressure Child Humans Hypotension Music Williams Syndrome Anxiety Williams syndrome Index. décimale : PER Périodiques Résumé : This study examined if listening to music will improve the accuracy of blood pressure (BP) readings in children with Williams syndrome (WS). Fifty-two participants (7-12 years) were randomly assigned to a music or non-music group. BPs were obtained at two time points. There was a significant decrease in both systolic and diastolic BP from Time 1 to Time 2 for everyone. Participants from the music group had lower systolic BP readings at Time 2 than participants in the non-music group (Cohen's d?=?0.33). Systolic BP readings were approximately 3.8 mmHg lower in the music group. Music may be beneficial in obtaining more accurate systolic BP readings in children with WS. En ligne : http://dx.doi.org/10.1007/s10803-021-04970-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Developing a Diagnostic Algorithm for the Music-Based Scale for Autism Diagnostics (MUSAD) Assessing Adults with Intellectual Disability / T. BERGMANN in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
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PermalinkEffects of Emotional Music on Facial Emotion Recognition in Children with Autism Spectrum Disorder (ASD) / G. L. WAGENER in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
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PermalinkEmotion Perception in Music in High-Functioning Adolescents With Autism Spectrum Disorders / Eve-Marie QUINTIN in Journal of Autism and Developmental Disorders, 41-9 (September 2011)
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PermalinkLocal and Global Processing of Music in High-functioning Persons with Autism: Beyond Central Coherence? / Laurent MOTTRON in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)
PermalinkMUSAD-Short ? A music-based screening tool to assess autism spectrum disorder in people with intellectual disability / Marlene TERGEIST in Research in Autism Spectrum Disorders, 95 (July 2022)
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