Therapeutic Function of Music Elements to Enhance Joint Attention in Children with Autism Spectrum Disorder
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Published:
Dec 26, 2019
Keywords:
Autism Spectrum Disorder joint attention music therapy music elements
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Abstract
The purpose of this study was to analyze therapeutic functions of music elements used during music therapy sessions to enhance joint attention in children with autism spectrum disorder. Through music therapy interventions delivered by a music therapist such as singing, music instrument playing (e.g., drums, handbell, maracas, piano, or guitar), and dancing, eight music elements, consisting of timbre, rhythm, tempo, pitch/melody, dynamics, lyrics, form, harmony, and style, were analyzed. Video-based observation research design was employed to collect the frequency of joint attention behaviors through music therapy interventions categorized by music elements and activities used to enhance joint attention behaviors of three children with autism spectrum disorder, ages 7 – 10, during their music therapy sessions at the Division of Music Therapy, College of Music, Mahidol University from June 2015 to March 2016. The results of this study showed that the music element most frequently utilized by the music therapist to enhance joint attention behavior in three children with autism spectrum disorder was pitch/melody, followed by lyrics and timbre. These uses of the music elements were observed to occur the most during the instrument playing activities or when the music instrument activities were integrated with other activities. The music elements were presented through preferred songs and music activities that can effectively enhance children’s motivation for joint attention.
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References
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29. Kern P, Wakeford L, Aldridge D. Improving the performance of a young child with autism during self-care tasks using embedded song interventions: A case study. Music Therapy Perspectives. 2007;25(1):43-51.
30. Kern P, Wolery M, Aldridge D. Use of songs to promote independence in morning greeting routines for young children with autism. Journal of Autism and Developmental Disorders. 2007;37(7):1264-71.
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2. Zachor DA, Merrick J. Introduction: Autism Spectrum Disorders. In: Zachor DA, Merrick J, editors. Understanding Autism Spectrum Disorder: Current research aspects. New York: Nova Science Publishers; 2013. p. i-viii.
3. Mundy PC. Autism and joint attention: Development, neuroscience, and clinical fundamentals. New York: Guilford Press; 2016. 350 p.
4. Mundy PC, Acra CF. Joint attention, social engagement, and the development of social competence. In: Fox PJ, editor. The development of social engagement: Neurobiological perspectives. New York: Oxford University Press; 2006. p. 81-117.
5. Morales M, Mundy PC, Rojas J. Following the direction of gaze and language development in 6-month-olds. Infant Behavior and Development. 1998;21(2):373-7.
6. Mundy PC, Newell L. Attention, joint attention, and social cognition. Current Directions in Psychological Science. 2007;16(5):269-74.
7. Adamek MS, Thaut MH, Furman AG. Individuals with autism and Autism Spectrum Disorders. In: Davis WH, Gfeller KE, Thaut MH, editors. An introduction to music therapy: Theory and practice. Silver Spring, MD: American Music Therapy Association; 2008.
8. Humpal M, Kern P. Evidence-based practice for young children with Autism Spectrum Disorders: Implications for music therapy. In: Kern P, Humpal M, editors. Early childhood music therapy and Autism Spectrum Disorders: Developing potential in young children and their families. London: Jessica Kingsley Publisher; 2012. 304 p.
9. Berger DS. Music therapy, sensory integration and the autistic child. London: Jessica Kingsley Publishers; 2002. 255 p.
10. Alvin J, Warwick A. Music therapy for the autistic child. Oxford: Oxford University Press; 1992. 168 p.
11. Lim HA. Developmental speech-language training through music for children with Autism Spectrum Disorders: Theory and clinical application. London: Jessica Kingsley Publishers; 2011. 208 p.
12. Kellogg J. Music therapy and Autism Spectrum Disorder: Examining the potential similarities and influences of Greenspan’s DIR/floortime model and music therapy treatment. Latvia: Lambert Academic Publishing; 2013. 84 p.
13. King B. Music therapy: another path to learning and communication for children on the autism spectrum. Arlington, TX: Future Horizons, Inc.; 2004. 123 p.
14. Hanser SB. The new music therapist’s handbook. 2nd ed. Boston: Berklee Press; 2000. 256 p.
15. Brownell M. Musically adapted social stories to modify behaviors in students with autism: Four case studies. Journal of Music Therapy. 2002;39(2):117-44.
16. Lim HA. Use of music in the applied behavior analysis verbal behavior approach for children with Autism Spectrum Disorders. Music Therapy Perspectives. 2010;28(2):95-105.
17. Gadberry AL. A survey of the use of aided augmentative and alternative communication during music therapy sessions with persons with Autism Spectrum Disorder. Journal of Music Therapy. 2011;48(1):74-89.
18. Lim HA, Draper E. The effects of music therapy incorporated with Applied Behavior Analysis Verbal Behavior approach for children with Autism Spectrum Disorder. Journal of Music Therapy. 2011;48(4):532-50.
19. Edgerton CL. The effect of improvisational music therapy on the communicative behaviors of autistic children. Journal of Music Therapy. 1994;31(1):31-62.
20. Braithwaite M, Sigafoos J. Effects of social versus musical antecedents on communication responsiveness in five children with developmental disabilities. Journal of Music Therapy. 1999;35(2):88-104.
21. Buday EM. The effects of signed and spoken words taught with music on sign and speech imitation by children with autism. Journal of Music Therapy. 1995;32(3):189-202.
22. Lagasse AB. Effects of a music therapy group intervention on enhancing social skills in children with autism. Journal of Music Therapy. 2014;51(3):250-75.
23. Pasiali V, Lagasse AB, Penn S. The effect of Musical Attention Control Training (MACT) on attention skills of adolescents with neurodevelopmental delays: A pilot study. Journal of Music Therapy. 2014;51(4):333-54.
24. Kalas A. Joint attention responses of children with Autism Spectrum Disorder to simple versus complex music. Journal of Music Therapy. 2012;49(4):430-52.
25. Katagiri J. The effect of background music and song texts on the emotional understanding of children with autism. Journal of Music Therapy. 2009;46(1):15-31.
26. Boso M, Emanuele E, Minazzi V, Abbamonte M, Politi P. Effect of long-term interactive music therapy on behavior profile and musical skills in young adults with severe autism. Journal of Alternative and Complementary Medicine. 2007;13(7):709-12.
27. Hanson-Abromeit D. A conceptual methodology to define the therapeutic function of music. Music Therapy Perspectives. 2015;33(1):25-38.
28. Finnigan E, Starr E. Increasing social responsiveness in a child with autism. A comparison of music and nonmusic interventions. Autism. 2010;14(4):321-48.
29. Kern P, Wakeford L, Aldridge D. Improving the performance of a young child with autism during self-care tasks using embedded song interventions: A case study. Music Therapy Perspectives. 2007;25(1):43-51.
30. Kern P, Wolery M, Aldridge D. Use of songs to promote independence in morning greeting routines for young children with autism. Journal of Autism and Developmental Disorders. 2007;37(7):1264-71.
31. Bunt L. Music therapy: An art beyond words. London: Routledge; 1994. 224 p.
32. Zenko CB, Hite MP. Here’s how to provide intervention for children with Autism Spectrum Disorder: A balanced approach. San Diego: Plural Publishing, Inc.; 2014. 184 p.