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Music therapy for children and adolescents with behavioural and emotional problems: a randomised controlled trial / Sam PORTER in Journal of Child Psychology and Psychiatry, 58-5 (May 2017)
[article]
Titre : Music therapy for children and adolescents with behavioural and emotional problems: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Sam PORTER, Auteur ; Tracey MCCONNELL, Auteur ; Katrina MCLAUGHLIN, Auteur ; Fiona LYNN, Auteur ; Christopher CARDWELL, Auteur ; Hannah-Jane BRAIDEN, Auteur ; Jackie BOYLAN, Auteur ; Valerie HOLMES, Auteur ; Group, THE MUSIC IN MIND STUDY, Auteur Article en page(s) : p.586-594 Langues : Anglais (eng) Mots-clés : Music therapy children adolescents communication skills mental health Index. décimale : PER Périodiques Résumé : Background Although music therapy (MT) is considered an effective intervention for young people with mental health needs, its efficacy in clinical settings is unclear. We therefore examined the efficacy of MT in clinical practice. Methods Two hundred and fifty-one child (8–16 years, with social, emotional, behavioural and developmental difficulties) and parent dyads from six Child and Adolescent Mental Health Service community care facilities in Northern Ireland were randomised to 12 weekly sessions of MT plus usual care [n = 123; 76 in final analyses] or usual care alone [n = 128; 105 in final analyses]. Follow-up occurred at 13 weeks and 26 weeks postrandomisation. Primary outcome was improvement in communication (Social Skills Improvement System Rating Scales) (SSIS) at 13 weeks. Secondary outcomes included social functioning, self-esteem, depression and family functioning. Results There was no significant difference for the child SSIS at week 13 (adjusted difference in mean 2.4; 95% CI ?1.2 to 6.1; p = .19) or for the guardian SSIS (0.5; 95% CI ?2.9 to 3.8; p = .78). However, for participants aged 13 and over in the intervention group, the child SSIS communication was significantly improved (6.1, 95% CI 1.6 to 10.5; p = .007) but not the guardian SSIS (1.1; 95% CI ?2.9 to 5.2; p = .59). Overall, self-esteem was significantly improved and depression scores were significantly lower at week 13. There was no significant difference in family or social functioning at week 13. Conclusions While the findings provide some evidence for the integration of music therapy into clinical practice, differences relating to subgroups and secondary outcomes indicate the need for further study. ISRCTN Register; ISRCTN96352204. En ligne : http://dx.doi.org/10.1111/jcpp.12656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306
in Journal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.586-594[article] Music therapy for children and adolescents with behavioural and emotional problems: a randomised controlled trial [Texte imprimé et/ou numérique] / Sam PORTER, Auteur ; Tracey MCCONNELL, Auteur ; Katrina MCLAUGHLIN, Auteur ; Fiona LYNN, Auteur ; Christopher CARDWELL, Auteur ; Hannah-Jane BRAIDEN, Auteur ; Jackie BOYLAN, Auteur ; Valerie HOLMES, Auteur ; Group, THE MUSIC IN MIND STUDY, Auteur . - p.586-594.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.586-594
Mots-clés : Music therapy children adolescents communication skills mental health Index. décimale : PER Périodiques Résumé : Background Although music therapy (MT) is considered an effective intervention for young people with mental health needs, its efficacy in clinical settings is unclear. We therefore examined the efficacy of MT in clinical practice. Methods Two hundred and fifty-one child (8–16 years, with social, emotional, behavioural and developmental difficulties) and parent dyads from six Child and Adolescent Mental Health Service community care facilities in Northern Ireland were randomised to 12 weekly sessions of MT plus usual care [n = 123; 76 in final analyses] or usual care alone [n = 128; 105 in final analyses]. Follow-up occurred at 13 weeks and 26 weeks postrandomisation. Primary outcome was improvement in communication (Social Skills Improvement System Rating Scales) (SSIS) at 13 weeks. Secondary outcomes included social functioning, self-esteem, depression and family functioning. Results There was no significant difference for the child SSIS at week 13 (adjusted difference in mean 2.4; 95% CI ?1.2 to 6.1; p = .19) or for the guardian SSIS (0.5; 95% CI ?2.9 to 3.8; p = .78). However, for participants aged 13 and over in the intervention group, the child SSIS communication was significantly improved (6.1, 95% CI 1.6 to 10.5; p = .007) but not the guardian SSIS (1.1; 95% CI ?2.9 to 5.2; p = .59). Overall, self-esteem was significantly improved and depression scores were significantly lower at week 13. There was no significant difference in family or social functioning at week 13. Conclusions While the findings provide some evidence for the integration of music therapy into clinical practice, differences relating to subgroups and secondary outcomes indicate the need for further study. ISRCTN Register; ISRCTN96352204. En ligne : http://dx.doi.org/10.1111/jcpp.12656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306 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)
[article]
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
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.176-185[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 “Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism / Potheini VAIOULI in Autism, 19-1 (January 2015)
[article]
Titre : “Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Potheini VAIOULI, Auteur ; Kharon GRIMMET, Auteur ; Lawrence J. RUICH, Auteur Année de publication : 2015 Article en page(s) : p.73-83 Langues : Anglais (eng) Mots-clés : autism spectrum disorder joint attention music therapy social engagement Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder meet significant challenges in joint attention skills and in social communication. A child-centered, improvisational, music therapy intervention model was implemented to promote engagement in three young children with autism in a kindergarten classroom. A multiple baseline design compared the children’s performance through three phases of intervention: focus on faces, response to joint attention, and initiation of joint attention. A complimentary qualitative analysis of teacher and parent experiences allowed for an in-depth understanding of the role of social environment in supporting emerging social communication skills among three children. As all children showed improvement in joint attention and actions of social engagement, this study bears evidence on the potential of music therapy as a promising intervention for promoting social skills of young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361313511709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245
in Autism > 19-1 (January 2015) . - p.73-83[article] “Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism [Texte imprimé et/ou numérique] / Potheini VAIOULI, Auteur ; Kharon GRIMMET, Auteur ; Lawrence J. RUICH, Auteur . - 2015 . - p.73-83.
Langues : Anglais (eng)
in Autism > 19-1 (January 2015) . - p.73-83
Mots-clés : autism spectrum disorder joint attention music therapy social engagement Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder meet significant challenges in joint attention skills and in social communication. A child-centered, improvisational, music therapy intervention model was implemented to promote engagement in three young children with autism in a kindergarten classroom. A multiple baseline design compared the children’s performance through three phases of intervention: focus on faces, response to joint attention, and initiation of joint attention. A complimentary qualitative analysis of teacher and parent experiences allowed for an in-depth understanding of the role of social environment in supporting emerging social communication skills among three children. As all children showed improvement in joint attention and actions of social engagement, this study bears evidence on the potential of music therapy as a promising intervention for promoting social skills of young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361313511709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 Fostering Spontaneous Visual Attention in Children on the Autism Spectrum: A Proof?of?Concept Study Comparing Singing and Speech / Anne THOMPSON GRACE in Autism Research, 11-5 (May 2018)
[article]
Titre : Fostering Spontaneous Visual Attention in Children on the Autism Spectrum: A Proof?of?Concept Study Comparing Singing and Speech Type de document : Texte imprimé et/ou numérique Auteurs : Anne THOMPSON GRACE, Auteur ; Allen ABEL LARRY, Auteur Article en page(s) : p.732-737 Langues : Anglais (eng) Mots-clés : autism spectrum disorders social cognition and social behavior music therapy visual attention school?age children Index. décimale : PER Périodiques Résumé : Children on the autism spectrum are reported to have lower rates of social gaze as early as toddlerhood, and this pattern persists across the lifespan. Finding ways to promote more natural and spontaneous engagement in social interactions may help to boost developmental opportunities in the child's home and community settings. This proof?of?concept study hypothesized that a video of a singer would elicit more attention to the performer, particularly to her face, than a video of her reading a story, and that the child's familiarity with the material would enhance attention. Sixteen children on the autism spectrum (7?10 years old) watched 4 videos 1 min long comprising a favorite song or story, and an unfamiliar song and story. Eye movements were recorded, and three?way repeated measures ANOVAs examined the proportion of total valid visual dwell time and fixations, in each trial and each target area. For proportion of both dwell time and fixation counts, children were significantly more likely to look at the performer's face and body and less at the prop during singing than story?telling and when familiar rather than unfamiliar material was presented. These findings raise important issues for supporting children to naturally initiate looking toward a person's face. Autism Res 2018, 11: 732?737. ? 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Children on the autism spectrum may have difficulty looking at people, particularly their faces. In this study, children watched videos of someone singing or reading a story. The results show that children look more at the person if they were singing and if the story was familiar to them. Using songs and familiar stories may be a way to help children with autism to naturally engage with others. En ligne : https://doi.org/10.1002/aur.1930 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363
in Autism Research > 11-5 (May 2018) . - p.732-737[article] Fostering Spontaneous Visual Attention in Children on the Autism Spectrum: A Proof?of?Concept Study Comparing Singing and Speech [Texte imprimé et/ou numérique] / Anne THOMPSON GRACE, Auteur ; Allen ABEL LARRY, Auteur . - p.732-737.
Langues : Anglais (eng)
in Autism Research > 11-5 (May 2018) . - p.732-737
Mots-clés : autism spectrum disorders social cognition and social behavior music therapy visual attention school?age children Index. décimale : PER Périodiques Résumé : Children on the autism spectrum are reported to have lower rates of social gaze as early as toddlerhood, and this pattern persists across the lifespan. Finding ways to promote more natural and spontaneous engagement in social interactions may help to boost developmental opportunities in the child's home and community settings. This proof?of?concept study hypothesized that a video of a singer would elicit more attention to the performer, particularly to her face, than a video of her reading a story, and that the child's familiarity with the material would enhance attention. Sixteen children on the autism spectrum (7?10 years old) watched 4 videos 1 min long comprising a favorite song or story, and an unfamiliar song and story. Eye movements were recorded, and three?way repeated measures ANOVAs examined the proportion of total valid visual dwell time and fixations, in each trial and each target area. For proportion of both dwell time and fixation counts, children were significantly more likely to look at the performer's face and body and less at the prop during singing than story?telling and when familiar rather than unfamiliar material was presented. These findings raise important issues for supporting children to naturally initiate looking toward a person's face. Autism Res 2018, 11: 732?737. ? 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Children on the autism spectrum may have difficulty looking at people, particularly their faces. In this study, children watched videos of someone singing or reading a story. The results show that children look more at the person if they were singing and if the story was familiar to them. Using songs and familiar stories may be a way to help children with autism to naturally engage with others. En ligne : https://doi.org/10.1002/aur.1930 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363