Feb 20, · Introduction. Autism spectrum disorder (ASD) is a pervasive neurodevelopmental disorder that affects one in 68 children.1 Core characteristics of ASD include lack of social and communication skills, as well as repetitive and restricted behaviors.2 There is continued need for evidence-based treatment methods for children with ASD, with only 14 established practices for Adults with autism spectrum disorder (ASD) are thought to be at disproportionate risk of developing mental health comorbidities, with anxiety and depression being considered most prominent amongst these. Yet, no systematic review has been carried out to date to examine rates of both anxiety and depr May 09, · In addition to autism and PDD-NOS, it added ‘Asperger’s disorder,’ also at the mild end of the spectrum; ‘childhood disintegrative disorder (CDD),’ characterized by severe developmental reversals and regressions; and Rett syndrome, affecting movement and communication, primarily in girls. The breakdown echoed the research hypothesis
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Try out PMC Labs and tell us what you think. Learn More. The application of effective interventions to facilitate and develop social skills is essential due to the lifelong research paper autism spectrum disorder that social skills may have on independence and functioning.
Research indicates that music therapy can improve social outcomes in children with ASD. Outcome measures are research paper autism spectrum disorder assessed using standardized nonmusical scales of social functioning from the parent or clinician perspective. Autism spectrum disorder ASD is a pervasive neurodevelopmental disorder that affects one in 68 children.
Treatment of individuals with ASD can be difficult due to the spectrum nature of the diagnosis. Children with ASD display a range of skills in social communication and behaviors, making individualized treatment necessary. There are three levels of autism: Level 1 — requiring support; Level 2 — requiring substantial support; and Level 3 — requiring very substantial support. Economic factors and differences in level of diagnosis necessitate the use of evidence-based practices and strategies that can best facilitate individual outcomes.
Children with ASD have difficulty with social interaction behaviors, including establishing and maintaining relationships, reciprocating social interaction, and communicating with others. Reports on social skills in ASD indicate that these skills are extremely difficult to learn 5 and that educational objectives should be focused on developing social skills research paper autism spectrum disorder they have lifelong implications.
Many different treatments and practices address social skills in children with ASD. Although the literature includes several practices and interventions that directly or indirectly target social skills, there is no conclusive evidence that one method of treatment is effective for developing social skills in children with ASD. Music may also be used research paper autism spectrum disorder address social skills in children with ASD and research evidence has indicated that music therapy interventions can successfully promote social skills.
Degree programs focus on musical foundations, clinical foundations, and music therapy foundations and principles. The professional credential of Music Therapist—Board Certified MT-BC is obtained by sitting for the national board certification examination.
This process involves the application of intentional and developmentally appropriate music experiences. Furthermore, music therapy interventions can be combined with evidence-based strategies, including reinforcement, prompting, and picture schedules.
There is a long history of the use of music and music therapy services to help individuals with ASD achieve nonmusical goals, including social skills.
Clinicians and researchers have investigated the impact of music therapy from behavioral, 15 relationship-centered, 16 applied behavior analysis-based, 17 family-centered, 18 social communication—emotional regulation—transactional support SCERTS model-based, 1920 improvisational, 21 and neurological 22 approaches to facilitate social skills and communication.
Therefore, there are many different approaches and interventions that can be used to target social skills in music therapy. One commonality between these approaches is research paper autism spectrum disorder use of musical stimuli and musical engagement to provide a foundation for enhanced socialization in children with ASD, leading to improved nonmusic social skills, research paper autism spectrum disorder. Music therapy is a unique treatment approach that uses music experiences that can engage children in meaningful interactions with others.
Many children with ASD respond positively to music experiences, making music a safe and structured stimulus for social engagement and the practice of social skills.
There are several reasons research paper autism spectrum disorder musical stimuli may help with developing social skills. Music has been demonstrated to activate neural networks involved in similar musical and nonmusical tasks eg, speech and singing both activate the left inferior frontal gyrus 2324 and further has the ability to optimize target behaviors through synchronized neural firings.
In addition to enhanced processing of music in persons with ASD, the mechanisms of musical stimuli may provide a foundation for learning research paper autism spectrum disorder skills. The rhythmic and structural components of musical stimuli provide an external cue or anchor to further help children with ASD to organize, predict, and respond.
A lack of neural organization in children with ASD may prevent children with ASD from appropriately responding to their environment due to difficulties with sensory overload, planning, initiation, and completing motor sequences. Rhythm and music may provide a unique accommodation for these deficits, as musical stimulus is highly predictable and has been widely shown to help with planning and execution of motor patterns, research paper autism spectrum disorder.
Therefore, the characteristics of the musical experience serve as a structure for completing social interactions. Although musical stimuli provide a clear time-based structure, music exploration is also inherently flexible, as musical improvisations can use different tonalities, harmonies, melodies, phrase lengths, motives, and structure. For example, the use of strict structure can be provided to help with anticipation of a back-and-forth communication, while improvisation within a certain modality ie, major or minor key and the use of different melodic themes on a pitched instrument allow for creativity.
Within this experience, rhythm may be held constant in order to promote the anticipation and timing of musical communication, supporting the overall social interaction. This musical experience, wherein the client and therapist may be passing musical phrases back and forth, provides a means for practicing social interaction within a structure that provides accommodations to promote success.
For example, research paper autism spectrum disorder, this experience could be completed with school-aged children with ASD who have little to no verbal language, providing a nonverbal means for practicing social engagement, turn taking, joint attention, and other fundamental social skills.
Music therapy interventions are indicated to have positive effects on social skills, including increased engagement behavior, 36 increased emotional engagement, 37 and improved social interaction, research paper autism spectrum disorder. Although music therapy interventions can promote social skills in individuals with ASD, there is continued need for larger-scale research, research paper autism spectrum disorder, as many studies focused on music therapy for social skills comprise a single-subject design or are case studies, research paper autism spectrum disorder.
Furthermore, there are unique challenges to outcome measurement in music therapy. Most music therapy professionals use standardized scales or published observational scales as a part of pretest and posttest measurement of outcomes.
These scales provide information about generalization of skills; however, they may not accurately reflect changes that are occurring within music experiences. Researchers have also used observation of behaviors within the sessions to determine whether children with ASD demonstrate more social interactions when engaged in musical experiences.
Social behavior has also been investigated in terms of musical engagement, with observational behavior recording during the music therapy treatment sessions or on completion of a music therapy assessment scale. In the following section, the unique aspects of outcome measurement for social skills in children with ASD are discussed.
Clinical assessment in music therapy serves two functions, namely, research paper autism spectrum disorder track the functioning level of the client during the course of treatment and to determine the optimal selection of treatment protocols.
One difficulty in assessing social skills in children with ASD is that many of the nonmusical assessment tools that are readily available consist of subjective scales of behavior such as the CARS, research paper autism spectrum disorder. Other scales may be training or time prohibitive such as Autism Diagnostic Observation Schedule. Therefore, in order to determine whether gains are being made as a result of music therapy treatment, the music therapy professional may use a combination of assessment tools, including parent-report scales such as the Autism Treatment Evaluation Checklistclinician-based research paper autism spectrum disorder scales such as the Functional Emotional Assessment Scaleclinical session data documentation, interview, or observation of the client across different settings.
As many music therapists are members of a larger interdisciplinary treatment team, 48 observations from other professionals may inform the music therapist as to the generalization of skills in other settings.
Music therapists also use musical materials in order to assess nonmusical functioning, research paper autism spectrum disorder social skills. The Music-based Autism Diagnostics MUSAD was developed specifically to assess functioning in adults with intellectual disability who may also have ASD.
The assessment has sections for social integration, communication, stereotyped and repetitive behaviors, sensory—motor issues, and affective dysregulation including temper tantrums and aggression.
The assessment has two forms — one for individuals who are verbal and one for individuals who are nonverbal. A second music-based assessment for children with ASD is the Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders IMCAP-ND, research paper autism spectrum disorder. For example, the individual is rated on their focus, sharing, interactions, affect, and initiations within the musical experiences. Parent questionnaires have frequently been used to determine the impact of music therapy treatment on children with ASD.
Parental questionnaires are commonly used in music therapy research because the participants in the studies are often children who may not have verbal or cognitive skills to report on their own perceptions of their abilities.
Scales used in the literature include the Social Responsiveness Scale SRS53 the Autism Treatment Evaluation Checklist, 54 Vineland Social—Emotional Early Childhood Scales, 55 and the Parent—Child Relationship Inventory. Social interaction skills have been shown to improve due to group music therapy intervention compared to a control group condition based on parental completion of the SRS, research paper autism spectrum disorder. Despite the potential for bias, parental report may reflect how meaningful and relevant treatment is to the family unit.
These studies indicate that music therapy interventions that involve the family can have a positive impact on the parent—child relationship in both the individual and group settings. Range of parental-report tools used to evaluate the effect of music therapy interventions, research paper autism spectrum disorder.
Social interaction skills in music therapy treatment studies have been investigated using published scales of social behavior. Most of these scales are completed outside of the therapeutic contexts as pre- and posttest measures, potentially indicating generalization of skills outside the treatment session.
Observational data have also been collected and coded in order to determine social behaviors during or after music therapy treatment sessions. The number of instances of receptive or initiated joint attention bids has been shown to increase both during 22 and after music research paper autism spectrum disorder interventions. Table 3 illustrates the use of observational measures to evaluate the effect of music therapy interventions from a sampling of the music therapy literature.
Range of clinician-based observation tools used to evaluate the effect of music therapy interventions. Although most studies on the use of music therapy for social skills in children with ASD rely on standardized or gold standard assessments of nonmusical skills, some researchers have approached outcome assessment from a music-centered perspective. Assessment of musical engagement and musical interactions can provide information about how the child engages with musical stimuli and how this fits into a developmental framework.
The Music Therapy Diagnostic Assessment MTDA 66 was used as a secondary outcome measure to determine engagement within music therapy sessions. This measure indicated a significant positive difference for children engaged in music therapy sessions. Music skills have also been included as a variable to determine whether engagement in music would affect musical milestones and absorption of music.
One study found that children with Research paper autism spectrum disorder who participated in 52 weekly music therapy sessions increased their ability to sing melodies, play a musical scale, and reproduce simple and complex rhythmic patterns, research paper autism spectrum disorder. Table 4 illustrates the use of musical measures to evaluate the effect of music therapy interventions from a sampling of the music therapy literature.
The purpose of music therapy services is to use specific musical stimuli in order to promote nonmusical skills through music experiences. Music therapy research has long focused on social skills as one area of treatment and the unique aspects research paper autism spectrum disorder music interaction have been shown to help individuals with ASD to engage socially. Researchers have demonstrated that persons with ASD often have unique attraction to music and may have enhanced musical abilities.
In these experiences, engagement is promoted through interactions with musical stimuli but also with the music therapist who is crafting musical stimuli that will engage the child. Peers with ASD or neurotypical or parents are often involved in the sessions to promote social skills within the family or peer group.
Several types of music therapy interventions and approaches have demonstrated increased social engagement, research paper autism spectrum disorder, including improvisational music therapy and neurological-based group music therapy. Improvisational music therapy has been shown to increase joint attention, social—emotional skills, social engagement, and nonverbal social communication. Improvisation in music therapy has also been combined with general treatment models, including family-centered practice and the Developmental, Individual difference, Relationship-based Floortime DIRFloortime® model.
FCMT has been applied by music therapy professionals to improve engagement within the community and with the child—parent relationship.
Therefore, this approach is supporting both the parent—child relationship and research paper autism spectrum disorder development.
Child-centered and relationship-based improvisational music therapy has also been shown to increase joint engagement in children with ASD, research paper autism spectrum disorder. Although the specific approach in each of these afore-mentioned music therapy interventions varies, the unifying factor is the use of engaging musical experiences to help promote social engagement.
Along with the musical stimuli, the interactions are at the core of each of these experiences. Musical engagement may be essential for the improvement of social skills, as simply introducing musical materials has not been shown to increase social engagement. Music therapy clinicians developing musical experiences for joint attention must consider many factors of the experience, including the age of the clients, level research paper autism spectrum disorder ASD, and presenting behaviors.
Conversely, children with severe ASD demonstrated greater joint attention with less complex music. Therefore, the role of the music therapist is to determine what type of music and music materials promotes joint attention skills and then to use those materials within social experiences that provide the person with ASD the opportunities to practice joint attention. Musical materials and experiences have been shown to be superior to nonmusical materials in the promotion of joint attention.
Researchers coded for triadic joint attention that was receptive or initiated. Music therapy experiences included playing instruments, where triadic joint attention was between two child peers and an instrument. The music therapist provided structure using an original song that contained lyrics for the steps of joint attention to the peer and the instrument.
The musical experience is rewarding and can therefore be used to promote or reinforce the desired social skill. The researchers noted that in the play group, the observational data indicated that the children spent more time occupied with the tools in the room such as game pieces than referencing their peer as a part of the social experience.
Neurobiological changes in autism spectrum disorders
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Search for this keyword. Advanced Search. Log in May 11, · Autism spectrum disorder (ASD) refers to a neurodevelopment disorder that is characterized by difficulties with social communication and social interaction and restricted and repetitive patterns in behaviors, interests, and activities. By definition, the symptoms are present early on in development and affect daily functioning Feb 23, · Autism Spectrum Disorder (ASD) is a developmental disorder that involves impairments in social interaction and communication, challenges with sensory processing, and repetitive behaviors. The term
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