Emotional Readiness and Music Therapeutic Activities (original) (raw)
Related papers
The Use of Music Therapy to Improve Non-Verbal Communication Skills for Children with Autism
2019
The number of school-aged children with autism in Indonesia has been increasing each year. Autism is a developmental disorder which can be diagnosed in childhood. One of the symptoms is the lack of communication skills. Music therapy is known as an effective treatment for children with autism. Music elements and structures create a good space for children with autism to express their feelings and communicate their thoughts. School-aged children are expected to be able to communicate non-verbally very well, but children with autism experience the difficulties of communicating non-verbally. The aim of this research is to analyze the significance of music therapy treatment to improve non-verbal communication tools for children with autism. This research informs teachers and parents on how music can be used as a media to communicate with children with autism. The qualitative method is used to analyze this research, while the result is described with the microanalysis technique. The resu...
Rast müzikoloji dergisi, 2024
The use of music helps with autism as in: the development of language and communication, cognitive, emotional skills. Music as a tool should be used in schools so that teachers and assistants incorporate music to improve communication skills. The purpose of this study is to obtain the views and practices of teachers and assistants on how music affects the development of language and communication in students diagnosed with autism. This research was carried out with 6 teachers and 6 assistants of autistic students of elementary schools, grades (1-5), with the aim of including music in the development of communication. The research methodology is oriented to the review of local and international literature that deals deeply with this topic and with the use of semi-structured interviews with teachers and assistants of elementary schools in Kosovo. After carrying out the research, obtained satisfactory results that argue our topic that music is a tool that develops communication in students with autism. Although teachers and assistants encounter some challenges during the teaching process, they still apply comprehensive practices, methods and new contemporary strategies by applying music as a tool that helps develop language and speech in autistic students.The recommendations in this study are addressed to relevant institutions that aim to support the work of teachers and assistants and the improvement of practices related to the development of language and communication through music in the framework of primary education.
internationalsped.com
This paper investigates the effect of music on the communication improvement of children with developmental disabilities. Forty subjects (18 boys and 22 girls) 7-12 years old, were divided into an experimental group (n = 20) which participated in music therapy activities and a control group (n = 20) which was discussing and watching television, both for one hour. The State-Trait Anxiety Inventory Scale for children was used to measure state and trait anxiety respectively. In addition, heart rate response to music therapy was monitored for assessing probable music therapy effect. Findings from paired t-tests revealed that the State Anxiety Inventory Scale score was significantly influenced by the music therapy (t=5.36, p<0.001) as well as it was not significantly influenced by the discussing and watching television session (t=1.02, p>0.05: NS). Besides, heart rate alteration analysis revealed that music therapy helps calm young children with developmental disabilities. Consequently, music therapy could lead not only to significant improvements in young CWDD's psychological and physical wellbeing but also could produce mental benefits, and should constitute a part of therapeutically programs that aim both to the improvement of young CWDD's psychological state and quality of life.
Music and children with autism spectrum disorder: A case study
Journal of Educational Sciences, 2024
Autism spectrum disorder is a complex neurological disorder characterized by impairments in communication and social interaction, limited patterns of behavior, interests and activities. Given the different forms of autism spectrum disorder and the fact that no two people are the same, an individual approach to each individual is required. Musical ability is one of the special talents that a child with an autism spectrum disorder can have. Such a child should be allowed to practice music. As a therapy, music therapy has proven to be effective in working with children with autism spectrum disorder, i.e. it has a positive effect on communication, vocalization, joint attention, eye contact, concentration, cooperation, cognitive functions, social skills, etc. This paper presents the observations obtained through the study case. The aim of the research was to show the behavior of students with autism spectrum disorder in the Music culture class and the impact of music therapy on their behavior. For the purposes of the research, two interviews were conducted, i.e. with a teaching assistant who worked with a student with an autism spectrum disorder and with the student's parents. The case study showed that the student has a developed musical ability, that he participates actively, with reserved attention, only in the Music culture classes, and that music therapy helped him in his expression and speech. It is essential to give these kids the tools they need to further develop their musical abilities. It will contribute to children with autism spectrum disorder feeling safe, happy, and accepted in their environment.
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2020
This study aimed to reveal the influence of a music therapy program on the development of the abilities to taking turn-share and express feelings of a child of 8 with autism spectrum disorder (ASD). This research was designed using mixed research methods. The study was carried out in a state school, which had a source class, in 2016-2017 academic year. A music therapy program was developed by the researcher and applied to the participant in the individual format. The participant participated in 70 individual music therapy sessions and 19 classroom observations. Music therapy sessions and lesson observations were quantitatively analyzed by using Oldfield’s Video Analysis Method. The results of the analysis revealed that the social skills of the participant to taking turn-share and express feelings are improving both in music therapy and in lesson observations. The results of the research were discussed with the support of the litearture.
Communication Improvement through Music: The Case of Children with Developmental Disabilities
International Journal of Special …, 2010
This paper investigates the effect of music on the communication improvement of children with developmental disabilities. Forty subjects (18 boys and 22 girls) 7-12 years old, were divided into an experimental group (n = 20) which participated in music therapy activities and a control group (n = 20) which was discussing and watching television, both for one hour. The State-Trait Anxiety Inventory Scale for children was used to measure state and trait anxiety respectively. In addition, heart rate response to music therapy was monitored for assessing probable music therapy effect. Findings from paired t-tests revealed that the State Anxiety Inventory Scale score was significantly influenced by the music therapy (t=5.36, p<0.001) as well as it was not significantly influenced by the discussing and watching television session (t=1.02, p>0.05: NS). Besides, heart rate alteration analysis revealed that music therapy helps calm young children with developmental disabilities. Consequently, music therapy could lead not only to significant improvements in young CWDD's psychological and physical well-being but also could produce mental benefits, and should constitute a part of therapeutically programs that aim both to the improvement of young CWDD's psychological state and quality of life.
Thank You for the Music: Musical Activities as Therapy for Autistic Children
Elements, 2016
Music therapy, developed over the years by numerous musicians and educators, such as Carl Orff, Jacques-Dalcroze, and Kodaly, have proven to stimulate social interaction, improve selective attention and aid in numerous other developmental milestones. These findings are not only important for parents and school curricula, but also have profound meaning for children with autism. Numerous studies, including work done by Koelsch, as well as Winsler, Ducenne, and Koury, found that children who participated in a music and movement program developed greater self-regulation skills, such as private speech, showed greater improvement in coordination, and fostered positive social interaction between researcher and subject. Autistic children who were exposed to music therapy held eye contact longer, engaged in dialogue, and reduced negative behaviors such as head-banging, avoidance, or self-stimulatory behaviors. Diverse methods of music therapy, including playing instruments, listening to soun...
Music Therapy with Autistic Children
2013
ABSTRACT: The aim of the researchers identified if there are alternative methods in treating children with autism. Children diagnosed with autism are currently under special schools with a different type of curriculum. Many methods have been used by psychologists and psychiatrists to treat children diagnosed with autism. Children with mental or physical disabilities have been isolated in the common educational environment. The focus of this study was to try to help and enhance methods that may, in return, aide in the rehabilitation and treatment of children with mental and physical disabilities, specifically children with autism.
Effect of Music Therapy in Improving Non-verbal Communication Ability in Autism Children
Indonesian Journal of Physical Medicine & Rehabilitation, 1970
Objectives: To observe the effect of music therapy in non-verbal communication ability of autism children.Methods : Study design was pre and post test design. Nineteen subjects - 9 was mild-moderate autism (1 girl and 8 boys ) and 10 was severe autism (2 girls and 8 boys), age was between 3-15 years- were applied music therapy by listening 3 children songs from tape recorder,for 15 minutes daily. Childhood Autism Rating Scale (CARS) was conducted to assess severity of autism (mild, moderate, severe) and Early Social Communication Scale (ESCS) to assess ability of non verbal communication with IJA (Initial Joint Attention) and Responding to Joint Attention (RJA). Descriptive statistic and homogeneity test was performed to evaluate the change on CARS and ESCS score in pre and post music therapy p<0.05Results: There was no change on the severity of autism in pre and post test music therapy with 45,394 ± 11.318 become 46.763 ± 10.915 ( p=1.000). There was a significant differenc...
Music therapy: An effective approach in improving social skills of children with autism
Advanced Biomedical Research, 2015
Background: The existing methodological weakness in conducted researches concerning music therapy (MT) for children with autism led to ambiguity and confusion in this scope of studies. The aim of the present research is to identify the effectiveness of MT method in improving social skills of children with autism and its stability, as well. Materials and Methods: In the form of a clinical trial study with design of pretest/posttest/follow-up with control group, among the children with autism in community of Tehran city, on the basis of childhood autism rating scale, 27 children with mild to moderate autism were chosen and were divided into two groups of experiment (n = 13), and control (n = 14). Social skills' level of both groups was measured and recorded with the help of social skills rating system scale. The children of the experiment group participated in MT programs of Orff-Schulwerk for 45 days in 12 sessions (two sessions of 1-h/week), whereas the control group received no intervention. The data were analyzed with Statistic Package For Social Science (SPSS) software t-test and analysis of covariance was used to compare groups. Results: In posttest, the results of covariance analysis showed a significant increase in social skills' scores of the experiment group (P < 0.001). Also, results of the paired-sample t-test showed that the effectiveness of MT has been persistent up to the follow-up phase. Conclusions: The study showed that MT is an effective method with deep and consistent effects on improving social skills of children with autism.