Music therapy contributions to communication of children having language disorders (original) (raw)
Related papers
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.
SALTmusic -Speech and Language Therapy & Music Practice: Emerging findings from action research
This paper presents findings from an ongoing action research project with speech and language therapists and early childhood music practitioners and children aged 24 to 36 months with communication difficulties and their parents/carers. This age is critical for increasing vocabulary and word use (Sharma and Cockerill, 2014) and presents a ripe moment for interventions that might improve the outlook for children prior to entering formal education settings. The informal, community-based, family music group activities offered by the resident music team at a children's centre provided a means for overstretched speech and language services to engage with young children and their families in ways that had hitherto been less successful for them. There were many shared and similar practices found amongst the two teams that came to light from interdisciplinary practices that characterises the work of children's centres. At the mid-point in this project this paper explores the evolution of a community of practice (Lave & Wenger, 1991; Wenger, 1998) through working together on a programme of co-constructed SALTmusic sessions (Speech And Language Therapy and Music). The data collected for this project are both quantitative and qualitative. Qualitative, tentative findings will be reported here. New models of early childhood music education practice for young children with communication difficulties, as well as some preliminary indications of the benefits for children and families through this innovative collaboration will be outlined. These include: the benefits of music for children's communication and expression; the impact of different environments on the children's expressive behaviours; the community of practice and the growth of the partnership; strategies and activities that are emerging as a result of SALTmusic practice. Implications from this joint working project include models of work for speech and language therapists to integrate into their working practices with young children. Additionally early childhood music educators extend and deepen their knowledge and understanding of the most effective ways to work with music to improve young children's communicative skills and self-expression at this critical stage of development.
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.
Play in music therapy with children
Nordic Journal of Music Therapy, 2016
Taylor & Francis has a flexible approach to subscriptions enabling us to match individual libraries' requirements. This journal is available via a traditional institutional subscription (either print with free online access, or onlineonly at a discount) or as part of the Behavioural Science subject package or Social Sciences, Arts and Humanities full text package. For more information on our sales packages please visit www.tandfonline.com/ librarians_pricinginfo_journals. All current institutional subscriptions include online access for any number of concurrent users across a local area network to the currently available backfile and articles posted online ahead of publication. Subscriptions purchased at the personal rate are strictly for personal, non-commercial use only. The reselling of personal subscriptions is prohibited. Personal subscriptions must be purchased with a personal cheque or credit card. Proof of personal status may be requested.
Nordic Journal of Music Therapy, 2016
Taylor & Francis has a flexible approach to subscriptions enabling us to match individual libraries' requirements. This journal is available via a traditional institutional subscription (either print with free online access, or onlineonly at a discount) or as part of the Behavioural Science subject package or Social Sciences, Arts and Humanities full text package. For more information on our sales packages please visit www.tandfonline.com/ librarians_pricinginfo_journals. All current institutional subscriptions include online access for any number of concurrent users across a local area network to the currently available backfile and articles posted online ahead of publication. Subscriptions purchased at the personal rate are strictly for personal, non-commercial use only. The reselling of personal subscriptions is prohibited. Personal subscriptions must be purchased with a personal cheque or credit card. Proof of personal status may be requested.
Significance of Music Therapy for School Children with Disabilities and Adult Learners
Music therapy can play a helpful role in helping both children and adults who are going through different forms of psychological issues. The present review discusses the significance of music therapy for school children and adult learners. The authors explored relevant information in Cochrane Library, PubMed and Google scholar. There were no exclusion or inclusion standards for searching literatures online. Keywords used in searching information for this review included: "music therapy," "music therapy for adults," "music therapy for school children," "relevance of music therapy" and "clinical usage of music therapy". Based on the literatures reviewed, a lot of studies demonstrated the clinical efficacy of music therapy in treating patients with depression, autism, dementia, mechanically ventilated intensive care patients, among others. It is recommended that music therapy should be incorporated in more hospitals and schools so as to help the teeming number of children and adults in need of the treatment.
Music in early education and care settings for communication and language support 1
The Oxford Handbook of Early Childhood Music Learning & Development, 2021
Musical activities are often an integral part of the home life of young children and their caregivers. Activities include songs and rhymes that coordinate the daily routine, as well as opportunities for learning and engagement in a wider world. Music groups for caregivers and young children are also included within programmes of activities for families in early education and care settings. Additionally, such settings may have specific targets and outcomes that seek to improve the life chances of young children in disadvantaged circumstances; one key target may be the development of young children's communication skills. There is the suggestion, based on evidence from large-scale studies, that young children from disadvantaged backgrounds lag behind their more advantaged peers in language skills. Music can help children develop language and the associated skills necessary to be ready for school. In the early education and care setting context, it can be seen that music group sessions may serve various non-music targets and outcomes. This chapter overviews the evidence that appropriate musical activities are beneficial to learning and language development, challenging a view that words are the best starting point for communication. It seeks to offer a model of an effective musical pedagogical approach, developed through action research with an interdisciplinary team of early childhood music-arts practitioners and speech and language therapists for caregivers and young children in early care settings. The chapter aids reflection on children's emerging communication through musical activities, as well as some practical ideas for working with children with communication difficulties. Finally, the main findings from two projects are presented as practical implications, seeking to contribute new knowledge about working with children and their caregivers through music in early education and care settings.
Music Interventions for a Child with Developmental Disabilities
2020
This capstone thesis project explores a musical intervention (Development Interaction Through Music, DITM) for a 9-year-old girl with neurodevelopmental disorders in a school setting. Although there was research on the application of music therapy in different populations, there are relatively few documentations on music therapy in the field of special education. Some case studies have found that music therapy has a positive effect on people with developmental disorders (Thompson & McFerran, 2015). Clinicians need to engage in more clinical practice and collect case data as strong evidence. Music therapists who work with children with severe disabilities are recommended to build a communication platform to learn from each other to promote the development of music therapy. The Intervention of DITM was designed to use a therapeutic relationship as a promoter in music therapy to support the development of children whose social, communicational, and visual abilities are impaired. There ...
Autism research and treatment, 2016
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®, 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...