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Al-Beltagi M, Saeed NK, Bediwy AS, Alhawamdeh R, Elbeltagi R. Management of critical care emergencies in children with autism spectrum disorder. World J Crit Care Med 2025; 14:99975. [DOI: 10.5492/wjccm.v14.i2.99975] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/04/2024] [Revised: 12/13/2024] [Accepted: 12/30/2024] [Indexed: 02/27/2025] Open
Abstract
BACKGROUND Managing critical care emergencies in children with autism spectrum disorder (ASD) presents unique challenges due to their distinct sensory sensitivities, communication difficulties, and behavioral issues. Effective strategies and protocols are essential for optimal care in these high-stress situations.
AIM To systematically evaluate and synthesize current evidence on best practices for managing critical care emergencies in children with ASD. The review focuses on key areas, including sensory-friendly environments, communication strategies, behavioral management, and the role of multidisciplinary approaches.
METHODS A comprehensive search was conducted across major medical databases, including PubMed, Embase, and Cochrane Library, for studies published between 2000 and 2023. Studies were selected based on their relevance to critical care management in children with ASD, encompassing randomized controlled trials, observational studies, qualitative research, and case studies. Data were extracted and analyzed to identify common themes, successful strategies, and areas for improvement.
RESULTS The review identified 50 studies that met the inclusion criteria. Findings highlighted the importance of creating sensory-friendly environments, utilizing effective communication strategies, and implementing individualized behavioral management plans. These findings, derived from a comprehensive review of current evidence, provide valuable insights into the best practices for managing critical care emergencies in children with ASD. Sensory modifications, such as reduced lighting and noise, visual aids, and augmentative and alternative communication tools, enhanced patient comfort and cooperation. The involvement of multidisciplinary teams was crucial in delivering holistic care. Case studies provided practical insights and underscored the need for continuous refinement of protocols.
CONCLUSION The review emphasizes the need for a tailored approach to managing critical care emergencies for children with ASD. Sensory-friendly adjustments, effective communication, and behavioral strategies supported by a multidisciplinary team are integral to improving outcomes. Despite progress, ongoing refinement of care practices and protocols is necessary. This ongoing process addresses remaining challenges and engages healthcare professionals in continuous improvement of care for children with ASD in critical settings.
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Affiliation(s)
- Mohammed Al-Beltagi
- Department of Pediatric, Faculty of Medicine, Tanta University, Tanta 31511, Alghrabia, Egypt
- Department of Pediatric, University Medical Center, King Abdulla Medical City, Arabian Gulf University, Manama 26671, Manama, Bahrain
| | - Nermin Kamal Saeed
- Medical Microbiology Section, Department of Pathology, Salmaniya Medical Complex, Ministry of Health, Kingdom of Bahrain, Manama 26671, Manama, Bahrain
- Medical Microbiology Section, Department of Pathology, Irish Royal College of Surgeon, Bahrain, Busaiteen 15503, Muharraq, Bahrain
| | - Adel Salah Bediwy
- Department of Pulmonology, Faculty of Medicine, Tanta University, Tanta 31527, Alghrabia, Egypt
- Department of Pulmonology, University Medical Center, King Abdulla Medical City, Arabian Gulf University, Manama 26671, Manama, Bahrain
| | - Rawan Alhawamdeh
- Department of Pediatrics Research and Development, Sensoryme Dwc-llc, Dubai 712495, Dubai, United Arab Emirates
- Department of Pediatrics Research and Development, Genomics Sensory Play and Creativity Center, Manama 22673, Manama, Bahrain
| | - Reem Elbeltagi
- Department of Medicine, The Royal College of Surgeons in Ireland-Bahrain, Busiateen 15503, Muharraq, Bahrain
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Wang T, Ma H, Ge H, Sun Y, Kwok TTO, Liu X, Wang Y, Lau WKW, Zhang W. The use of gamified interventions to enhance social interaction and communication among people with autism spectrum disorder: A systematic review and meta-analysis. Int J Nurs Stud 2025; 165:105037. [PMID: 40043470 DOI: 10.1016/j.ijnurstu.2025.105037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2024] [Revised: 02/21/2025] [Accepted: 02/24/2025] [Indexed: 03/30/2025]
Abstract
BACKGROUND Traditional gamified interventions and serious games have been widely employed by therapists and researchers working with people with autism spectrum disorder. Recent studies have also indicated a trend towards technology-based gamification for training behavioral and social skills in autistic people. Nevertheless, the effectiveness of these gamified interventions in enhancing social interaction and communication outcomes among autistic people remains unclear. OBJECTIVE This systematic review and meta-analysis of existing gamified interventions focused on people with autism spectrum disorder aimed to provide an overview of commonly used gamification elements and features for enhancing their social interaction and communication outcomes. METHODS A total of 11 bibliographic databases were systematically searched from inception to April 2024. Experimental studies, including but not limited to randomized controlled trials, quasi-experimental studies (e.g., non-randomized studies, pre-post studies), and pilot studies. Medical Subject Heading terms, keywords, and free words such as 'ASD', 'gamification', and 'social interaction and communication' were used for the search. The extracted data were subjected to a narrative synthesis, and the study outcomes were subjected to a meta-analysis. Gamified elements were classified based on the most widely adopted gamification elements for learning purposes. RESULTS Twenty studies involving 349 participants were eligible. Of 297 participants included for descriptive synthesis, 246 (82.8 %) were male, with a mean age at study entry of 11.55 years. Children and adolescents with autism spectrum disorder were the most common target populations (k = 19, 95 %), followed by the general adult population (k = 1, 5 %). Two main themes related to the application of gamification interventions emerged from the included studies: the augmentation of engagement in the intervention and the amplification of the desired interventional outcomes. Commonly used gamification elements included feedback (k = 10, 50 %), rewards (k = 10, 50 %), custom learning (k = 9, 45 %), monitoring (k = 9, 45 %), and personalization (k = 8, 40 %). Four of the included studies applied 5-7 elements in their interventions. Five studies were included in the meta-analysis, showing a positive overall effect of gamified interventions on social interaction and communication (pooled standardized mean difference: 0.46; 95 % CI 0.08, 0.85; I2 0%). CONCLUSION This study offers a comprehensive review of gamification elements and gamified interventions currently used in social interaction and communication skills among people with autism spectrum disorder. The potential benefits of included studies targeting social interaction and communication skills highlight the need for further in-depth investigation in this group. Future randomized controlled trials with more comprehensive development and trials that apply game-related design are suggested.
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Affiliation(s)
- Tingxuan Wang
- School of Nursing, Nanjing Medical University, Nanjing, China; School of Nursing and Health Studies, Hong Kong Metropolitan University, China
| | - Haixia Ma
- School of Nursing and Health Studies, Hong Kong Metropolitan University, China
| | - Haoyan Ge
- School of Education and Languages, Hong Kong Metropolitan University, China
| | - Yuying Sun
- School of Nursing and Health Studies, Hong Kong Metropolitan University, China
| | - Tyrone Tai-On Kwok
- School of Nursing and Health Studies, Hong Kong Metropolitan University, China
| | - Xianliang Liu
- School of Nursing and Health Studies, Hong Kong Metropolitan University, China
| | - Yanping Wang
- School of Nursing and Health Studies, Hong Kong Metropolitan University, China
| | - Way Kwok Wai Lau
- School of Nursing and Health Studies, Hong Kong Metropolitan University, China
| | - Wen Zhang
- School of Nursing and Health Studies, Hong Kong Metropolitan University, China.
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Lindsay S, Li Y, Joneja S, Hsu S. Experiences of racism and racial disparities in health care among children and youth with autism and their caregivers: a systematic review. Disabil Rehabil 2025; 47:1061-1080. [PMID: 38864302 DOI: 10.1080/09638288.2024.2364823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Accepted: 06/02/2024] [Indexed: 06/13/2024]
Abstract
PURPOSE Although the health benefits of early diagnosis and therapeutic approaches for children and youth with autism spectrum disorder (ASD), racial disparities persist. This systematic review explored the experiences of racism and racial disparities in health care among children and youth with ASD and their caregivers. METHODS We conducted a systematic review, drawing on six international databases. Two reviewers screened titles, abstracts, and full texts. Thirty-seven studies met our inclusion criteria and we applied a narrative synthesis to develop themes. RESULTS Four themes were identified: (1) experiences and aspects of racism and racial disparities (i.e., language and cultural barriers, poor quality health care interactions, stereotypes and discrimination, family and community stigma, and indirect barriers); (2) racial disparities in health care (i.e., screening and referral, diagnosis, health care services, and care coordination and medication); (3) facilitators to accessing health care services; and (4) recommendations from caregivers. CONCLUSIONS This review highlights the extensive racial disparities experienced by children with autism. More research is needed to explore youth's perspectives on racism in addition to exploring potential interventions to address racial disparities and improve health equity for youth with ASD.
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Affiliation(s)
- Sally Lindsay
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto
- Rehabilitation Sciences Institute, University of Toronto, Toronto, Canada
| | - Yiyan Li
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Simran Joneja
- Faculty of Health Sciences, Queen's University, Kingston, Canada
| | - Shaelynn Hsu
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
- Faculty of Science, York University, Toronto, Canada
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Yu CCW, Mok KM, Mak E, Au CT, Chan DFY, Wu S, Chung RCK, Ip MCK, Wong SWL. Protocol for evaluating the effects of integrating music with taekwondo training in children with autism spectrum disorder: A randomized controlled trial. PLoS One 2025; 20:e0315503. [PMID: 39888930 PMCID: PMC11785272 DOI: 10.1371/journal.pone.0315503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2024] [Accepted: 11/11/2024] [Indexed: 02/02/2025] Open
Abstract
BACKGROUND Children with autism spectrum disorder (ASD) are known to experience difficulties in coordinating fine- and gross-motor movement. Previous interventional studies have reported significant effect of exercise-based intervention programs on improving motor skills and alleviating symptoms in ASD; however, researchers are yet to know why some participants experienced less improvement than others. One plausible explanation for suboptimal treatment outcomes is insufficient engagement in the exercise programs due to the children's difficulties in following instructions and performing the correct movements. In the proposed research, we will test the above speculation by manipulating the amount of music-therapy elements into a 10-week Taekwondo training program designed specifically for children with autism. METHODS This is a randomized controlled trial. Seventy-two children aged 7 to 9 years who meet the diagnostic criteria of ASD will be recruited and randomized into either the "Taekwondo training with elements of music therapy" group or the "Taekwondo training alone" group. In both groups, the participating children will attend Taekwondo training sessions twice a week over 10 consecutive weeks. In the "Taekwondo training with elements of music therapy" group, elements of music therapy will be incorporated into the Taekwondo training. Assessment will be conducted before the program commences, immediately after the completion of the 10-week program, and 2 months after the post-test. The outcome domains to be evaluated include the immediate effects during the exercise sessions. These effects include the level of engagement in the exercise sessions (primary outcome), enjoyment, physical activity level, and rate of perceived exertion. Furthermore, the evaluation will also cover the overall effects of the training program on gross motor skills, Taekwondo skills performance, executive function, psychosocial functioning, and behavioral problems. DISCUSSION/FINDINGS The findings of this study will inform strategies for the promotion of physical activity and engagement among children with ASD when participating in exercise training classes. The study will also suggest the importance of regular physical activity for the physical and mental well-being of children with ASD. TRIAL REGISTRATION Clinical trial registration: URL: http://www.clinicaltrials.gov. ClinicalTrials.gov Identifier: NCT06277778. Registered on 15 February 2024.
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Affiliation(s)
- Clare C. W. Yu
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, Hong Kong Special Administrative Region, China
| | - Kam M. Mok
- School of Interdisciplinary Studies, Lingnan University, Hong Kong, Hong Kong Special Administrative Region, China
| | - Emma Mak
- Private Practice, Perth, Australia
| | - Chun T. Au
- Research Institute, Translational Medicine, The Hospital for Sick Children, Toronto, Ontario, Canada
| | - Dorothy F. Y. Chan
- Faculty of Medicine, Department of Paediatrics, The Chinese University of Hong Kong, Hong Kong, Hong Kong Special Administrative Region, China
| | - Stanley Wu
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, Hong Kong Special Administrative Region, China
| | - Raymond C. K. Chung
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, Hong Kong Special Administrative Region, China
| | - Matthew C. K. Ip
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, Hong Kong Special Administrative Region, China
| | - Simpson W. L. Wong
- Wolfson Institute of Population Health, Center for Psychiatry and Mental Health, Queen Mary University of London, London, United Kingdom
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Gao X, Xu G, Fu N, Ben Q, Wang L, Bu X. The effectiveness of music therapy in improving behavioral symptoms among children with autism spectrum disorders: a systematic review and meta-analysis. Front Psychiatry 2025; 15:1511920. [PMID: 39896995 PMCID: PMC11783185 DOI: 10.3389/fpsyt.2024.1511920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/15/2024] [Accepted: 12/18/2024] [Indexed: 02/04/2025] Open
Abstract
Objectives This comprehensive review and meta-analysis aimed to thoroughly identify the effectiveness of music therapy (MT) in improving behavioral symptoms in children with autism spectrum disorders (ASD) by analyzing the data from all relevant randomized controlled trials (RCTs) related to this field. Methods From inception until September 18, 2024, PubMed, Web of Science, the Cochrane Library, SinoMed, and Embase were searched. Two reviewers extracted the data separately, and any controversies between the authors' assessments were resolved by conversation or speaking with another author. The behavioral symptoms scale score before and after the intervention was taken from the included trials and used to reflect the therapeutic effect of music therapy in children with autism. Results 2607 records across all retrieved databases were discovered, thirteen of which were included in a meta-analysis with 1160 participants. According to the meta-analysis, children with autism showed a substantial improvement in their behavior symptoms when receiving music treatment (standardized mean difference [SMD] = -0.66, 95% confidence interval [CI]: -0.93 to -0.39, p < 0.001). With I 2 = 78% and P < 0.001, we did discover a medium level of heterogeneity among the included studies. Conclusions MT has a positive impact on improving behavioral symptoms in children with autism. However, given the significant heterogeneity and limitations in this study, RCTs with rigorous methodological quality are still required to confirm the curative benefits of MT in autistic children precisely. Systematic review registration https://www.crd.york.ac.uk/PROSPERO/, identifier CRD42024597939.
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Affiliation(s)
- Xiuyan Gao
- School of Nursing, Liaoning University of Traditional Chinese Medicine, Shenyang, Liaoning, China
| | - Guangjun Xu
- School of Health Management, Liaoyang Vocational College of Technology, Liaoyang, Liaoning, China
| | - Ningning Fu
- School of Nursing, Liaoning University of Traditional Chinese Medicine, Shenyang, Liaoning, China
| | - Qi Ben
- School of Nursing, Liaoning University of Traditional Chinese Medicine, Shenyang, Liaoning, China
| | - Lin Wang
- School of Nursing, Liaoning University of Traditional Chinese Medicine, Shenyang, Liaoning, China
| | - Xiumei Bu
- School of Nursing, Liaoning University of Traditional Chinese Medicine, Shenyang, Liaoning, China
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Yum YN, Poon K, Lau WKW, Ho FC, Sin KF, Chung KM, Lee HY, Liang DC. Music therapy improves engagement and initiation for autistic children with mild intellectual disabilities: A randomized controlled study. Autism Res 2024; 17:2702-2722. [PMID: 39508131 DOI: 10.1002/aur.3254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2024] [Accepted: 10/19/2024] [Indexed: 11/08/2024]
Abstract
This study aimed to evaluate the effectiveness of music therapy (MT) for children with co-occurring autism spectrum disorder (ASD) and intellectual disabilities (ID) and explore whether pre-intervention quantitative electroencephalogram (qEEG) responses can predict outcomes. A randomized controlled trial was conducted with 33 children receiving MT and 34 receiving an active control therapy. Participants received either MT or a non-musical social skills intervention for 45 min weekly over 12 weeks. Primary outcomes were measured using the Childhood Autism Rating Scale (CARS-2), along with the parent-rated Social Responsiveness Scale (SRS-2) and video coding of social behaviors. Both conditions significantly improved in CARS-2 scores at 2 weeks and 4 months post-intervention, with no differences between MT and control conditions. No changes were found in SRS-2 scores. While both conditions showed reduced disengagement after intervention, only the MT condition showed increased engagement and initiation. Strong qEEG responses to social scenes and music predicted increased initiation, indicating its potential to help tailor interventions. These results support incorporating MT into standard services and further research on qEEG predictors.
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Affiliation(s)
- Yen Na Yum
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, SAR, China
| | - Kean Poon
- School of Education, University of New South Wales, Sydney, New South Wales, Australia
| | - Way Kwok-Wai Lau
- Department of Health Sciences, Hong Kong Metropolitan University, Hong Kong, SAR, China
| | - Fuk Chuen Ho
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, SAR, China
| | - Kuen Fung Sin
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, SAR, China
| | - King Man Chung
- International Music Therapy Center, Hong Kong, SAR, China
| | - Ho Yan Lee
- International Music Therapy Center, Hong Kong, SAR, China
| | - Di Chao Liang
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, SAR, China
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Al-Beltagi M, Saeed NK, Bediwy AS, Bediwy EA, Elbeltagi R. Decoding the genetic landscape of autism: A comprehensive review. World J Clin Pediatr 2024; 13:98468. [PMID: 39350903 PMCID: PMC11438927 DOI: 10.5409/wjcp.v13.i3.98468] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/26/2024] [Revised: 07/29/2024] [Accepted: 08/01/2024] [Indexed: 08/30/2024] Open
Abstract
BACKGROUND Autism spectrum disorder (ASD) is a complex neurodevelopmental condition characterized by heterogeneous symptoms and genetic underpinnings. Recent advancements in genetic and epigenetic research have provided insights into the intricate mechanisms contributing to ASD, influencing both diagnosis and therapeutic strategies. AIM To explore the genetic architecture of ASD, elucidate mechanistic insights into genetic mutations, and examine gene-environment interactions. METHODS A comprehensive systematic review was conducted, integrating findings from studies on genetic variations, epigenetic mechanisms (such as DNA methylation and histone modifications), and emerging technologies [including Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR)-Cas9 and single-cell RNA sequencing]. Relevant articles were identified through systematic searches of databases such as PubMed and Google Scholar. RESULTS Genetic studies have identified numerous risk genes and mutations associated with ASD, yet many cases remain unexplained by known factors, suggesting undiscovered genetic components. Mechanistic insights into how these genetic mutations impact neural development and brain connectivity are still evolving. Epigenetic modifications, particularly DNA methylation and non-coding RNAs, also play significant roles in ASD pathogenesis. Emerging technologies like CRISPR-Cas9 and advanced bioinformatics are advancing our understanding by enabling precise genetic editing and analysis of complex genomic data. CONCLUSION Continued research into the genetic and epigenetic underpinnings of ASD is crucial for developing personalized and effective treatments. Collaborative efforts integrating multidisciplinary expertise and international collaborations are essential to address the complexity of ASD and translate genetic discoveries into clinical practice. Addressing unresolved questions and ethical considerations surrounding genetic research will pave the way for improved diagnostic tools and targeted therapies, ultimately enhancing outcomes for individuals affected by ASD.
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Affiliation(s)
- Mohammed Al-Beltagi
- Department of Pediatric, Faculty of Medicine, Tanta University, Alghrabia, Tanta 31511, Egypt
- Department of Pediatric, University Medical Center, King Abdulla Medical City, Arabian Gulf University, Manama 26671, Bahrain
| | - Nermin Kamal Saeed
- Medical Microbiology Section, Department of Pathology, Salmaniya Medical Complex, Ministry of Health, Kingdom of Bahrain, Manama 12, Bahrain
- Medical Microbiology Section, Department of Pathology, Irish Royal College of Surgeon, Muharraq, Busaiteen 15503, Bahrain
| | - Adel Salah Bediwy
- Department of Pulmonology, Faculty of Medicine, Tanta University, Alghrabia, Tanta 31527, Egypt
- Department of Pulmonology, University Medical Center, King Abdulla Medical City, Arabian Gulf University, Manama 26671, Bahrain
| | - Eman A Bediwy
- Internal Medicine, Faculty of Medicine, Tanta University, Algharbia, Tanta 31527, Egypt
| | - Reem Elbeltagi
- Department of Medicine, The Royal College of Surgeons in Ireland-Bahrain, Muharraq, Busiateen 15503, Bahrain
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Fram NR, Liu T, Lense MD. Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers. Autism Res 2024; 17:338-354. [PMID: 38197536 PMCID: PMC10922396 DOI: 10.1002/aur.3090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Accepted: 12/17/2023] [Indexed: 01/11/2024]
Abstract
Rhythm is implicated in both social and linguistic development. Rhythm perception and production skills are also key vulnerabilities in neurodevelopmental disorders such as autism which impact social communication. However, direct links between musical rhythm engagement and expressive communication in autism is not clearly evident. This absence of a direct connection between rhythm and expressive communication indicates that the mechanism of action between rhythm and expressive communication may recruit other cognitive or developmental factors. We hypothesized that social interactions, including general interpersonal relationships and interactive music-making involving children and caregivers, were a significant such factor, particularly in autism. To test this, we collected data from parents of autistic and nonautistic children 14-36 months of age, including parent reports of their children's rhythmic musical engagement, general social skills, parent-child musical interactions, and expressive communication skills. Path analysis revealed a system of independent, indirect pathways from rhythmic musical engagement to expressive communication via social skills and parent-child musical interactions in autistic toddlers. Such a system implies both that social and musical interactions represent crucial links between rhythm and language and that different kinds of social interactions play parallel, independent roles linking rhythmic musical engagement with expressive communication skills.
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Affiliation(s)
- Noah R. Fram
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center
| | - Talia Liu
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center
- Department of Speech, Language, and Hearing Sciences, Boston University
| | - Miriam D. Lense
- Department of Otolaryngology–Head and Neck Surgery, Vanderbilt University Medical Center
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Sivathasan S, Dahary H, Burack JA, Quintin EM. Basic emotion recognition of children on the autism spectrum is enhanced in music and typical for faces and voices. PLoS One 2023; 18:e0279002. [PMID: 36630376 PMCID: PMC9833514 DOI: 10.1371/journal.pone.0279002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Accepted: 11/28/2022] [Indexed: 01/12/2023] Open
Abstract
In contrast with findings of reduced facial and vocal emotional recognition (ER) accuracy, children on the autism spectrum (AS) demonstrate comparable ER skills to those of typically-developing (TD) children using music. To understand the specificity of purported ER differences, the goal of this study was to examine ER from music compared with faces and voices among children on the AS and TD children. Twenty-five children on the AS and 23 TD children (6-13 years) completed an ER task, using categorical (happy, sad, fear) and dimensional (valence, arousal) ratings, of emotions presented via music, faces, or voices. Compared to the TD group, the AS group showed a relative ER strength from music, and comparable performance from faces and voices. Although both groups demonstrated greater vocal ER accuracy, the children on the AS performed equally well with music and faces, whereas the TD children performed better with faces than with music. Both groups performed comparably with dimensional ratings, except for greater variability by the children on the AS in valence ratings for happy emotions. These findings highlight a need to re-examine ER of children on the AS, and to consider how facilitating strengths-based approaches can re-shape our thinking about and support for persons on the AS.
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Affiliation(s)
- Shalini Sivathasan
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
- Azrieli Centre for Autism Research, Montreal Neurological Institute, McGill University, Montreal, Quebec, Canada
- Center for Research on Music, Brain, and Language, McGill University, Montreal, Quebec, Canada
| | - Hadas Dahary
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
- Azrieli Centre for Autism Research, Montreal Neurological Institute, McGill University, Montreal, Quebec, Canada
- Center for Research on Music, Brain, and Language, McGill University, Montreal, Quebec, Canada
| | - Jacob A. Burack
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
- Azrieli Centre for Autism Research, Montreal Neurological Institute, McGill University, Montreal, Quebec, Canada
| | - Eve-Marie Quintin
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
- Azrieli Centre for Autism Research, Montreal Neurological Institute, McGill University, Montreal, Quebec, Canada
- Center for Research on Music, Brain, and Language, McGill University, Montreal, Quebec, Canada
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Low MY, McFerran KS, Viega M, Carroll-Scott A, McGhee Hassrick E, Bradt J. Exploring the lived experiences of young autistic adults in Nordoff-Robbins music therapy: An interpretative phenomenological analysis. NORDIC JOURNAL OF MUSIC THERAPY 2022. [DOI: 10.1080/08098131.2022.2151640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Affiliation(s)
- Ming Yuan Low
- Music Therapy, Berklee College of Music, Boston, MA, USA
| | | | - Michael Viega
- John J. Cali School of Music, Montclair State University, Montclair, NJ, USA
| | - Amy Carroll-Scott
- Dornsife School of Public Health, Drexel University, Philadelphia, PA, USA
| | | | - Joke Bradt
- Department of Creative Arts Therapies, Drexel University, Philadelphia, PA, USA
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Dănciulescu T, Zaharia A. Piano with a Twist: A Pilot Study Exploring the Preliminary Effects of a Piano Therapy Program for Children with Autism Spectrum Disorder. ARTS IN PSYCHOTHERAPY 2022. [DOI: 10.1016/j.aip.2022.101987] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Wei D, Tsheringla S, McPartland JC, Allsop AZASA. Combinatorial approaches for treating neuropsychiatric social impairment. Philos Trans R Soc Lond B Biol Sci 2022; 377:20210051. [PMID: 35858103 PMCID: PMC9274330 DOI: 10.1098/rstb.2021.0051] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Accepted: 05/13/2022] [Indexed: 01/30/2023] Open
Abstract
Social behaviour is an essential component of human life and deficits in social function are seen across multiple psychiatric conditions with high morbidity. However, there are currently no FDA-approved treatments for social dysfunction. Since social cognition and behaviour rely on multiple signalling processes acting in concert across various neural networks, treatments aimed at social function may inherently require a combinatorial approach. Here, we describe the social neurobiology of the oxytocin and endocannabinoid signalling systems as well as translational evidence for their use in treating symptoms in the social domain. We leverage this systems neurobiology to propose a network-based framework that involves pharmacology, psychotherapy, non-invasive brain stimulation and social skills training to combinatorially target trans-diagnostic social impairment. Lastly, we discuss the combined use of oxytocin and endocannabinoids within our proposed framework as an illustrative strategy to treat specific aspects of social function. Using this framework provides a roadmap for actionable treatment strategies for neuropsychiatric social impairment. This article is part of the theme issue 'Interplays between oxytocin and other neuromodulators in shaping complex social behaviours'.
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Affiliation(s)
- Don Wei
- Department of Psychiatry, UCLA, Los Angeles, CA, USA
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Effects of Rhythmic Gymnastics on Joint Attention and Emotional Problems of Autistic Children: A Preliminary Investigation. COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE 2022; 2022:2596095. [PMID: 35990164 PMCID: PMC9385327 DOI: 10.1155/2022/2596095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 06/22/2022] [Accepted: 06/29/2022] [Indexed: 12/02/2022]
Abstract
The adaptive rhythmic gymnastics (ARG) course has been specially designed for children with autism spectrum disorders (ASD). The purpose of this study is to discover the influence of the course on the joint attention and emotional problems of ASD children. This study adopted A-B-A cross-subject multibaseline design in a single case research design. The joint attention behaviour of two 6-year-old ASD children was examined. The experiment process was recorded and coded, and the results were analysed. The results illustrated the following: (1) ARG is effective in promoting the development of joint attention in ASD children, but it has a better effect on increasing responding joint attention, and (2) to a certain extent, ARG can boost the classroom participation of ASD children and improve their emotional problems.
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14
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Hernandez-Ruiz E, Lehrer G. "Music Therapy Was Never on the Table": Perspectives of Parents of Young Autistic Children. J Music Ther 2022; 59:307-339. [PMID: 35876192 DOI: 10.1093/jmt/thac008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Parent coaching of music interventions is emerging as a viable model for families with young autistic children, yet recruitment difficulties have been apparent in previous studies. Understanding parent perspectives of early intervention services is critical to ensure that interventions are acceptable, feasible, and effective for all family members. In order to understand possible parental resistance to this type of parent education, we explored perspectives regarding music therapy, research, and parent coaching in parents of young autistic children. Fourteen parents attended virtual focus groups to discuss their experiences. We used a descriptive phenomenological approach to uncover the essence of their experience. Our findings indicate that, contrary to our preconceptions, participants did not show negative dispositions towards music therapy, research, or parent coaching. Instead, most participants had very little or no knowledge of music therapy services. They had limited experience with research in general, and only two participants had experienced music therapy directly. Several participants had varying amounts of experience with parent participation or parent coaching outside of music therapy and shared positive experiences with it. Parents seemed willing and eager to learn music strategies to support their children and saw value in the use of music for their child's development. First-contact providers (i.e., early interventionists and diagnosticians) and social media seem influential in parents' decision-making as they navigate early intervention services soon after diagnosis. Music therapy organizations are encouraged to design targeted efforts to make information on music therapy available through these sources.
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15
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Parsons N, D’Aprano F, Parish A, Hughes ME, Outsikas A. Use of video self-modelling to teach combined vocational and social skills to an adult with autism spectrum disorder. JOURNAL OF VOCATIONAL REHABILITATION 2022. [DOI: 10.3233/jvr-221197] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND: Autistic adults have difficulty in learning vocational and social skills, which often translates into low employment rates. Video self-modelling (VSM) is an effective educational technique for high-support-needs autistic adults, with the ability to teach challenging vocational skills as well as basic social skills. OBJECTIVE: The present study examined the use of video self-modelling to teach vocational and social skills to a 22-year-old autistic adult. Target behaviours categories included (1) reading order forms, (2) transporting goods, and (3) engaging with customers. METHODS: A multiple baseline design was used to evaluate the effectiveness of the videos in teaching these target behaviours. The dependent variables were the percentage of tasks completed correctly, and quantitative prompt dependency, using a least-to-most prompting strategy. RESULTS: Results showed that VSM modestly improved reading order forms and transporting goods, and moderately improved engagement with customers. CONCLUSION: This intervention resulted in the successful employment of an autistic adult in a job that he desired, whilst teaching him skills he specifically struggled with. As such, VSM should be considered for others wanting to learn combined social and vocational skills.
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Affiliation(s)
- Nicholas Parsons
- Cognitive Neuroscience Unit, Deakin University, Melbourne, VIC, Australia
- School of Psychological Sciences, Monash University, Melbourne, VIC, Australia
| | - Fiore D’Aprano
- Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, VIC, Australia
| | - Annie Parish
- School of Psychology, Deakin University, Melbourne, VIC, Australia
| | - Matthew E. Hughes
- Australian National Imaging Facility, Swinburne University, Melbourne, VIC, Australia
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16
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Karpaviciute S, Sweeney A, O‘Neill A, McNulty S, Kroll T, Somanadhan S. The use of music for children and adolescents living with rare diseases in the healthcare setting: a scoping review study protocol. HRB Open Res 2022; 4:52. [PMID: 36330535 PMCID: PMC9607902 DOI: 10.12688/hrbopenres.13280.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/26/2022] [Indexed: 09/19/2023] Open
Abstract
Background: Interest in the application of music in the health, social care and community contexts is growing worldwide. There is an emerging body of literature about the positive effects of music on the well-being and social relationships of children and adult populations. Music has also been found to promote social interaction, communication skills, and social-emotional behaviours of children with medically complex care needs. Despite significant advancements in the area, to the authors' knowledge, this is the first scoping review to investigate the evidence for using music therapy and music-based interventions for children living with rare diseases in the healthcare setting. Therefore, the purpose of this study is to conduct a scoping review of the literature to map out the existing studies about the use of music therapy and music-based interventions with children who have rare diseases in the healthcare setting. This review will also identify gaps in current knowledge and use of these interventions. Method: This study follows the Joanna Briggs Institute's methodology for scoping reviews, utilising Arksey and O'Malley's six-stage scoping review framework: 1) identifying the research question; 2) identifying relevant studies; 3) study selection; 4) charting the data; 5) collating, summarising and reporting results; and 6) consulting with relevant stakeholders step. A comprehensive search will be conducted in CINAHL Complete; MEDLINE Complete; Psychology and Behavioral Sciences Collection; and PubMed Central databases. A search strategy with selected inclusion and exclusion criteria will be used to reveal a wide range of evidence. This study will include quantitative, qualitative and mixed research methods studies published in English from 2010 to 2020.
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Affiliation(s)
- Simona Karpaviciute
- Children’s Health Ireland at Temple Street Children’s University Hospital, Temple St, Dublin 1, D01 XD99, Ireland
| | - Alison Sweeney
- Children’s Health Ireland at Temple Street Children’s University Hospital, Temple St, Dublin 1, D01 XD99, Ireland
| | - Aimee O‘Neill
- School of Psychology, Trinity College Dublin, the University of Dublin College Green, Dublin 2, D02 PN40, Ireland
| | - Sandra McNulty
- Children’s Health Ireland at Temple Street Children’s University Hospital, Temple St, Dublin 1, D01 XD99, Ireland
| | - Thilo Kroll
- UCD Centre for Interdisciplinary Research, Education and Innovation in Health Systems, UCD School of Nursing, Midwifery and Health Systems, University College Dublin, UCD Health Sciences Centre, Belfield, Dublin-4, B113A, Ireland
| | - Suja Somanadhan
- UCD Centre for Interdisciplinary Research, Education and Innovation in Health Systems, UCD School of Nursing, Midwifery and Health Systems, University College Dublin, UCD Health Sciences Centre, Belfield, Dublin-4, B113A, Ireland
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17
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Convergent Validity for the Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders. J Music Ther 2022; 59:156-175. [DOI: 10.1093/jmt/thab021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
Abstract
A significant percentage of music therapists actively provides services to children with autism spectrum disorder (ASD). There is an absence, however, of a widely accepted clinical instrument, specific to music therapy work with this population, that demonstrates psychometric validation. Establishing commonality in assessing and documenting this particular work within the field would be pivotal to furthering the efforts which have established music therapy as evidenced-based practice. A study was conducted to explore the convergent validity between the Musical Emotion Assessment Rating Scale (MEARS), which is Scale I of the Individual Music-Centered Assessment Profile of the Neurodevelopmental Disorders (IMCAP-ND) assessment tool, with the Social Affect Scale domains and item variables of the Autism Diagnostic Observation Schedule (ADOS). The data revealed statistical significance, thus supporting convergent validity with several specific MEARS scores when compared with the ADOS Social Affect domain score. The current investigation supports the IMCAP-ND’s soundness as an assessment tool possessing valid and reliable psychometric properties. The convergent validity between MEARS and ADOS showed positive results in the area of social affect. Implications of this study are related to clinical practice and may impact how music therapists assess children with autism. Furthermore, this study contributes to the growing body of music therapy assessments that have yielded valid and reliable scores used to evaluate core features of ASD (e.g., social affect).
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18
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Ke X, Song W, Yang M, Li J, Liu W. Effectiveness of music therapy in children with autism spectrum disorder: A systematic review and meta-analysis. Front Psychiatry 2022; 13:905113. [PMID: 36276324 PMCID: PMC9582596 DOI: 10.3389/fpsyt.2022.905113] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2022] [Accepted: 09/20/2022] [Indexed: 12/03/2022] Open
Abstract
OBJECTIVES This study was to investigated the efficacy of music therapy (MT) in children with autism spectrum disorder (ASD) via a meta-analysis that comprehensively evaluated data from all eligible research in this field. DESIGN Systematic review and meta-analysis. SETTING A systematic search of the PubMed, Embase, and Cochrane Library databases from inception to October 2021 to identify studies that administered MT to children with ASD. RESULTS Eight randomized controlled trials (RCTs) including 608 participants met the inclusion criteria. The meta-analysis showed that MT was associated with a significant increase in social reactions among children with ASD (standardized mean difference (SMD) = 0.24, 95% confidence interval (CI) [0.03, 0.46], I 2 = 0%, P = 0.03). However, MT did not elicit a significant increase in symptom severity (SMD = 0.17, 95% CI [-0.04,0.38], I 2 = 0%,P = 0.12), social adaptive behavior (SMD = 0.02, 95% CI [-0.44,0.48], I 2 = 0%,P = 0.93) or speech (SMD = 0.04, 95% CI [-0.39, 0.47], I 2 = 0%, P = 0.86) in children with ASD. CONCLUSION MT can improve social skills in children with ASD; however, there does not seem to be a consensus on the persistence of its effects. These findings can inform clinical practice. Promoting the use of MT in children with ASD and improving its symptoms are the ultimate goals.
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Affiliation(s)
- Xiaohua Ke
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, China.,Department of Rehabilitation Medicine, Shanghai Fourth People's Hospital Affiliated to Tongji University, Shanghai, China
| | - Wei Song
- Department of Rehabilitation Medicine, The First Affiliated Hospital of Fujian Medical University, Fuzhou, China
| | - Minguang Yang
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Jianhong Li
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Weilin Liu
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, China
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19
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Barman M, Jena AK. Effect of interactive video-based instruction on learning performance in relation to social skills of children with intellectual disability. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 69:683-696. [PMID: 37547560 PMCID: PMC10402858 DOI: 10.1080/20473869.2021.2004535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 11/04/2021] [Accepted: 11/05/2021] [Indexed: 08/08/2023]
Abstract
Interactive video-based instruction (IVBI) session was organized in day-care rehabilitation settings to provide training in acquiring new skills related to social skills development for targeted moderate intellectual disability (MID) population. The main objective is to inter-relate the effect of individual and collaborative interactive video-based instruction on social skills development for experimental group children with those in the comparison group. A quasi-experimental design was conducted on (n = 99, comprising 56 males and 43 females) students with MID from selected three rehabilitation centres of Guwahati, Assam, India. The mean and standard deviation of individual interactive video-based instruction (IIVBI) and collaborative interactive video-based instruction (CIVBI) was better than the conventional group. The ANCOVA result shows a significant effect of IIVBI and CIVBI in the improvement of social skills over conventional approach on students after controlling the effect of the pre-test. The interactive session in both the experimental group allowed the students to create their own space for learning social skills via different activities using IVBI. The researchers concludes that regular practice of various activities through video sessions can help children with intellectual disability to overcome minor obstacles by themselves without any additional service.
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Affiliation(s)
- Munmi Barman
- Department of Education, Assam University Silchar, Assam, India
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20
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Rickson D. Family members’ and other experts’ perceptions of music therapy with children on the autism spectrum in New Zealand: Findings from multiple case studies. ARTS IN PSYCHOTHERAPY 2021. [DOI: 10.1016/j.aip.2021.101833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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21
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Bian X, Wang Y, Zhao X, Zhang Z, Ding C. Does music therapy affect the global cognitive function of patients with dementia? A meta-analysis. NeuroRehabilitation 2021; 48:553-562. [PMID: 33967069 DOI: 10.3233/nre-210018] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND Studies have shown that music therapy can improve a variety of symptoms of patients with dementia. The impact of music therapy on the global cognition of patients with dementia is controversial now. OBJECTIVE To explore whether music therapy has an effect on the global cognitive function of patients with dementia. METHODS PubMed, Web of Science, Embase, Google Academy and National Knowledge Infrastructure were systematically searched to collect all literature studies published since the establishment of the database until November 2020. All randomized controlled trials that met the criteria of music therapy in the intervention group and standard care in the control group with outcome measures of Mini-mental State Examination (MMSE) were included. Analysis was performed using Stata 16.0. RESULTS The results showed that compared with the control group, the MMSE score in the music therapy group was generally higher (MD = 0.86, 95% CI: 0.07-1.66, P = 0.03). CONCLUSIONS The result of this study differs from those of previous relevant meta-analyses, suggesting that music therapy is likely to improve the global cognitive function of patients with dementia, but more rigorous clinical trials are still needed to provide more sufficient and real evidence.
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Affiliation(s)
- Xiaoyi Bian
- Art teaching and research department, College of Humanities and Social Sciences, Anhui Agricultural University, Hefei, Anhui, China
| | - Yuanli Wang
- Anhui Medical University, Second clinical medical college, Hefei, Anhui, China
| | - Xiaohu Zhao
- Anhui Medical University, Second clinical medical college, Hefei, Anhui, China
| | - Zhihua Zhang
- Department of Epidemiology and Biostatistics, School of Public Health, Anhui Medical University, Hefei, Anhui, China
| | - Chengbiao Ding
- Department of Rehabilitation Medicine, The Second Hospital of Anhui Medical University, Hefei, Anhui, China.,College of Nuclear Science and Technology, University of science and technology of China, Hefei, Anhui, China
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22
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West R, Silverman MJ. Social Skills Instruments for Children with Autism Spectrum Disorder: A Critical Interpretive Synthesis. J Music Ther 2021; 58:121-154. [PMID: 33245342 DOI: 10.1093/jmt/thaa017] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Identifying and critically analyzing the most frequently used social skills psychometric instruments (SSPI) for children with autism spectrum disorder (ASD) can inform future music therapy research and clinical practice. Therefore, the initial purpose of this critical interpretive synthesis was to identify the SSPI most frequently used as dependent measures in the Journal of Autism and Developmental Disorders (JADD) for children with ASD from 2012 to 2018. Results indicated that the Social Responsiveness Scale (n = 35), Autism Diagnostic Observation Schedule (n = 19), and Vineland Adaptive Behavior Scales (n = 15) were the most frequently used instruments. Congruent with critical interpretive synthesis methodology, we then identified the psychometric properties and advantages and disadvantages of the 9 most commonly used instruments. To compare these results with the existing music therapy literature, we also identified nonmusical SSPI used as dependent measures in music therapy research for children with ASD in studies published between 2012 and 2018. In comparing the data sets, music therapy researchers used 5 of the 9 SSPI we identified from our JADD review. Understanding frequently used SSPI has applications for consultation and communication with other professionals as well as how future music therapy research is conducted. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.
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23
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Donda DC, Leão ER. Music as an intervention in health projects. Rev Esc Enferm USP 2021; 55:03715. [PMID: 34037197 DOI: 10.1590/s1980-220x2020002203715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Accepted: 09/25/2020] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To identify and characterize music projects in the health area, their therapeutic goals, theoretical frameworks, evaluation/monitoring, and dissemination of their results for a possible structure model for this process. METHOD Descriptive study with multiple cases and documental analysis. RESULTS Nine projects have participated in this study; these were predominantly in São Paulo and conducted with the adult population in public institutions. The coordinators were mostly women, specialists, with a qualification in health, music, or both. The interventions were performed live, with a mean of 60 minutes per week and repertoires selected by patients. Less than half indicated basing their activities in some theoretical framework or any type of project monitoring. Therapeutic goals related to social insertion and restoring self-esteem, citizenship, protagonism, and communication were pointed out. CONCLUSION The theoretical indication of the music projects was scarce. Around half the analyzed projects indicated some type of evaluation and dissemination of the performed activities. Two projects only had some risk surveillance and scientific production out of their results, which has not enabled proposing a monitoring model for these initiatives.
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Affiliation(s)
| | - Eliseth Ribeiro Leão
- Instituto Israelita de Ensino e Pesquisa Albert Einstein, Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
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24
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Karpaviciute S, Sweeney A, O‘Neill A, McNulty S, Kroll T, Somanadhan S. The use of music for children and adolescents living with rare diseases in the healthcare setting: a scoping review study protocol. HRB Open Res 2021; 4:52. [PMID: 36330535 PMCID: PMC9607902 DOI: 10.12688/hrbopenres.13280.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/27/2021] [Indexed: 09/19/2023] Open
Abstract
Background: Interest in the application of music in the health, social care and community contexts is growing worldwide. There is an emerging body of literature about the positive effects of music on the well-being and social relationships of children and adult populations. Music has also been found to promote social interaction, communication skills, and social-emotional behaviours of children with medically complex care needs. Despite significant advancements in the area, to the authors' knowledge, this is the first scoping review to investigate the evidence for using music therapy and music-based interventions for children living with rare diseases in the healthcare setting. Therefore, the purpose of this study is to conduct a scoping review of the literature to map out the existing studies about the use of music therapy and music-based interventions with children who have rare diseases in the healthcare setting. This review will also identify gaps in current knowledge and use of these interventions. Method: This study follows the Joanna Briggs Institute's methodology for scoping reviews, utilising Arksey and O'Malley's six-stage scoping review framework: 1) identifying the research question; 2) identifying relevant studies; 3) study selection; 4) charting the data; 5) collating, summarising and reporting results; and 6) consulting with relevant stakeholders step. A comprehensive search will be conducted in CINAHL Complete; MEDLINE Complete; Psychology and Behavioral Sciences Collection; and PubMed Central databases. A search strategy with selected inclusion and exclusion criteria will be used to reveal a wide range of evidence. This study will include quantitative, qualitative and mixed research methods studies published in English from 2010 to 2020.
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Affiliation(s)
- Simona Karpaviciute
- Children’s Health Ireland at Temple Street Children’s University Hospital, Temple St, Dublin 1, D01 XD99, Ireland
| | - Alison Sweeney
- Children’s Health Ireland at Temple Street Children’s University Hospital, Temple St, Dublin 1, D01 XD99, Ireland
| | - Aimee O‘Neill
- School of Psychology, Trinity College Dublin, the University of Dublin College Green, Dublin 2, D02 PN40, Ireland
| | - Sandra McNulty
- Children’s Health Ireland at Temple Street Children’s University Hospital, Temple St, Dublin 1, D01 XD99, Ireland
| | - Thilo Kroll
- UCD Centre for Interdisciplinary Research, Education and Innovation in Health Systems, UCD School of Nursing, Midwifery and Health Systems, University College Dublin, UCD Health Sciences Centre, Belfield, Dublin-4, B113A, Ireland
| | - Suja Somanadhan
- UCD Centre for Interdisciplinary Research, Education and Innovation in Health Systems, UCD School of Nursing, Midwifery and Health Systems, University College Dublin, UCD Health Sciences Centre, Belfield, Dublin-4, B113A, Ireland
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25
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Filmmaking and video as therapeutic tools: Case studies on autism spectrum disorder. ARTS IN PSYCHOTHERAPY 2020. [DOI: 10.1016/j.aip.2020.101714] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Garry F, Murphy Tighe S, MacFarlane A, Phelan H. The use of music as an arts-based method in migrant health research: a scoping review protocol. HRB Open Res 2020; 3:75. [PMID: 33954279 PMCID: PMC8063534 DOI: 10.12688/hrbopenres.13121.1] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/21/2020] [Indexed: 11/20/2022] Open
Abstract
There is increasing recognition that people's lived experience needs to be incorporated into health decision-making. This has led to rising imperatives for involving the public in health processes, including research. While there have been significant advances in the field, patterns of exclusion still exist in some areas, including migrant participation in health research. Migration and mobility create challenges around social inclusion and this extends to social and cultural practices used in research. There is an emerging body of literature about improving meaningful, participatory spaces for migrants' involvement in health research using creative tools and techniques that are attuned to cultural diversity. These include the use of arts-based research methods. There is strong evidence for the use of music, particularly singing, as an effective arts-based participatory tool . The goal of this scoping review is to investigate the evidence for the use of music as an arts-based method in migrant health research. Developed by an interdisciplinary team specialising in public and patient involvement; nursing and midwifery; primary health care; and the performing arts, it aims to analyse existing evidence across disciplines that are not usually studied together, identify gaps in current knowledge and use these as a foundation to build effective strategies towards increasing access to and knowledge of participatory, arts-based methods using music in migrant health research. Methods: The protocol for this scoping review follows the guidelines and stages set out in the JBI Reviewer's Manual ( Peters et al., 2017), and by Levac et al, (2010), which build on the methodological framework of Arksey and O'Malley (2005). This incorporates six stages: 1) Identifying the research question; 2) Identifying relevant studies; 3) Study selection; 4) Charting the data; 5) Collating, summarising, and reporting results; and 6) Consultation.
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Affiliation(s)
- Fran Garry
- Irish World Academy of Music and Dance, University of Limerick, Limerick, V94 T9PX, Ireland
| | - Sylvia Murphy Tighe
- Department of Nursing & Midwifery and Health Research Institute (HRI), University of Limerick, Limerick, V94 T9PX, Ireland
| | - Anne MacFarlane
- Public & Patient Involvement Research Unit, Graduate Entry Medical School and Health Research Institute (HRI), University of Limerick, Limerick, V94 T9PX, Ireland
| | - Helen Phelan
- Irish World Academy of Music and Dance and Health Research Institute (HRI), University of Limerick, Limerick, V94 T9PX, Ireland
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27
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Zhou HY, Cheung EFC, Chan RCK. Audiovisual temporal integration: Cognitive processing, neural mechanisms, developmental trajectory and potential interventions. Neuropsychologia 2020; 140:107396. [PMID: 32087206 DOI: 10.1016/j.neuropsychologia.2020.107396] [Citation(s) in RCA: 40] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 02/14/2020] [Accepted: 02/15/2020] [Indexed: 12/21/2022]
Abstract
To integrate auditory and visual signals into a unified percept, the paired stimuli must co-occur within a limited time window known as the Temporal Binding Window (TBW). The width of the TBW, a proxy of audiovisual temporal integration ability, has been found to be correlated with higher-order cognitive and social functions. A comprehensive review of studies investigating audiovisual TBW reveals several findings: (1) a wide range of top-down processes and bottom-up features can modulate the width of the TBW, facilitating adaptation to the changing and multisensory external environment; (2) a large-scale brain network works in coordination to ensure successful detection of audiovisual (a)synchrony; (3) developmentally, audiovisual TBW follows a U-shaped pattern across the lifespan, with a protracted developmental course into late adolescence and rebounding in size again in late life; (4) an enlarged TBW is characteristic of a number of neurodevelopmental disorders; and (5) the TBW is highly flexible via perceptual and musical training. Interventions targeting the TBW may be able to improve multisensory function and ameliorate social communicative symptoms in clinical populations.
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Affiliation(s)
- Han-Yu Zhou
- Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | | | - Raymond C K Chan
- Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China.
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28
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Dance promotes positive benefits for negative symptoms in autism spectrum disorder (ASD): A systematic review. Complement Ther Med 2020; 49:102299. [PMID: 32147081 DOI: 10.1016/j.ctim.2020.102299] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2019] [Revised: 09/14/2019] [Accepted: 01/03/2020] [Indexed: 11/20/2022] Open
Abstract
BACKGROUND Autism spectrum disorder (ASD) is characterized as a neurodevelopmental disorder with stereotyped and repetitive behaviors. Dance practice can elicit esthesia to stimulate the communication process through the notion of the phenomenal body that is recognized in an expressive and symbolic space. OBJECTIVE To conduct a systematic review to identify how dance promotes positive benefits for the negative symptoms in ASD. METHOD We formulated the research question based on PICO: "What is the influence of dance on negative symptoms in individuals with autism spectrum disorder?". Databases were searched in March 2019 and included PubMed, Science Direct, Scopus, PsycInfo and Web of Science. RESULTS We identified 9,350 studies of which five were selected for our review (a total of 266 individuals). All included studies showed an influence of dance on negative symptoms, including empathy, emotional expression, body awareness, behavior, and psychological wellbeing that impact on social reciprocity, and consequently the communication process, in ASD. CONCLUSIONS Dance practice may contribute to body awareness and social involvement using techniques that provide mirroring, synchronization, rhythm, and reciprocity in adults with normal to high-functioning ASD.
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29
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Thomas S, Hinkley T, Barnett LM, May T, Rinehart N. Young Children with ASD Participate in the Same Level of Physical Activity as Children Without ASD: Implications for Early Intervention to Maintain Good Health. J Autism Dev Disord 2019; 49:3278-3289. [PMID: 31079278 DOI: 10.1007/s10803-019-04026-9] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Primary-school-aged children and adolescents with autism spectrum disorder (ASD) are reported to engage in lower levels of moderate-to-vigorous physical activity (MVPA) compared to typically developing (TD) children (Jones et al. in PLoS ONE, 12(2):1-23, 2017). Levels of MVPA in young children with ASD remain unclear. This study aimed to investigate MVPA in 4-to-7-year-old children with (n = 37) and without (n = 40) ASD, to determine if MVPA is related to ASD diagnosis; and examine correlates to better inform interventions. Results indicated children with ASD engage in the same levels of MVPA as TD children. Future studies need to further explore MVPA in children with ASD over time to uncover when the divergence in MVPA levels occur and what factors may be associated.
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Affiliation(s)
- S Thomas
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Geelong, Australia
| | - T Hinkley
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - L M Barnett
- Institute for Physical Activity and Nutrition, School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Australia
| | - T May
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Geelong, Australia
| | - N Rinehart
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Geelong, Australia. .,Deakin Child Study Centre, School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia.
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Quintin EM. Music-Evoked Reward and Emotion: Relative Strengths and Response to Intervention of People With ASD. Front Neural Circuits 2019; 13:49. [PMID: 31619969 PMCID: PMC6759939 DOI: 10.3389/fncir.2019.00049] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2018] [Accepted: 07/16/2019] [Indexed: 12/26/2022] Open
Abstract
This review presents research findings showing that music is a unique domain to assess perception, reward, emotion, and associated physiological reactions and neural circuitry of people with autism spectrum disorder (ASD). There is growing evidence, reported in several studies in this review article, indicating that music is a relative strength of people with ASD including musical pitch perception, musical memory, and identification of music-evoked emotions. Listening to music activates neural circuits of reward and emotion response, which are described. Research presented shows adults with ASD also activate these systems when listening to music, although there may be developmental differences in the physiological and neural response to music in childhood and adolescence alongside typical behavioral response. Nonetheless, studies reviewed lend support to the use of music therapy and education for people with ASD, specifically to improve social skills and communication. Neural correlates of response to music therapy and education are also discussed. Taken together, findings reviewed provide evidence for music as a strength-based approach for ASD to assess reward and emotion response and as a powerful tool for intervention.
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Affiliation(s)
- Eve-Marie Quintin
- Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada
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Morgan M, Hills PJ. Correlations between holistic processing, Autism quotient, extraversion, and experience and the own-gender bias in face recognition. PLoS One 2019; 14:e0209530. [PMID: 31276470 PMCID: PMC6611558 DOI: 10.1371/journal.pone.0209530] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Accepted: 06/07/2019] [Indexed: 11/18/2022] Open
Abstract
The variability in the own-gender bias (OGB) in face-recognition is thought to be based on experience and the engagement of expert face processing mechanisms for own-gender faces. Experience is also associated with personality characteristics such as extraversion and Autism, yet the effects of these variables on the own-gender bias has not been explored. We ran a face recognition study exploring the relationships between own-gender experience, holistic processing (measured using the face-inversion effect, composite face effect, and the parts-and-wholes test), personality characteristics (extraversion and Autism Quotient) and the OGB. Findings did not support a mediational account where experience increases holistic processing and this increases the OGB. Rather, there was a direct relationship between extraversion and Autism Quotient and the OGB. We interpret this as personality characteristics having an effect on the motivation to process own-gender faces more deeply than opposite-gender faces.
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Affiliation(s)
- Mia Morgan
- Department of Psychology, Bournemouth University, Poole, Dorset, United Kingdom
| | - Peter J. Hills
- Department of Psychology, Bournemouth University, Poole, Dorset, United Kingdom
- * E-mail:
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Bharathi G, Jayaramayya K, Balasubramanian V, Vellingiri B. The potential role of rhythmic entrainment and music therapy intervention for individuals with autism spectrum disorders. J Exerc Rehabil 2019; 15:180-186. [PMID: 31110998 PMCID: PMC6509464 DOI: 10.12965/jer.1836578.289] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2018] [Accepted: 02/04/2019] [Indexed: 12/21/2022] Open
Abstract
Autism spectrum disorder (ASD) is characterized by social and interpersonal communication disabilities and repetitive motor activities. A deficit in social interaction may be due to motor and synchronization disabilities in individuals with ASD. These disabilities serve as a hindrance for the progression of day-to-day life. ASD individuals are known to have variations in the neural network contributing to changes in their oral-motor activity. As the brain has experience-dependent structural plasticity, these changes in the neural network can probably be reversed with appropriate treatment Music playing a universal role in human life has been studied for its therapeutic potential in rehabilitation of ASD individuals. Music and rhythm have shown a significant potential in improving the oral-motor activities of people affected by ASD. Music based interventions are being used for children diagnosed with ASDs to improve their social communication and motor skills. This article represents the possible role of rhythmic cueing for sensorimotor regulation in ASD individuals. This can serve as a base for further research for the impact of musical therapy on coordination and oral-motor synchronization of individuals diagnosed with ASD.
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Affiliation(s)
- Geetha Bharathi
- Human Molecular Cytogenetics and Stem Cell Laboratory, Bharathiar University, Coimbatore, India
| | - Kaavya Jayaramayya
- Department of Zoology, Avinashilingam Women’s University, Coimbatore, India
| | | | - Balachandar Vellingiri
- Human Molecular Cytogenetics and Stem Cell Laboratory, Bharathiar University, Coimbatore, India
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Sharda M, Tuerk C, Chowdhury R, Jamey K, Foster N, Custo-Blanch M, Tan M, Nadig A, Hyde K. Music improves social communication and auditory-motor connectivity in children with autism. Transl Psychiatry 2018; 8:231. [PMID: 30352997 PMCID: PMC6199253 DOI: 10.1038/s41398-018-0287-3] [Citation(s) in RCA: 75] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/23/2018] [Revised: 08/10/2018] [Accepted: 09/26/2018] [Indexed: 01/04/2023] Open
Abstract
Music has been identified as a strength in people with Autism Spectrum Disorder; however, there is currently no neuroscientific evidence supporting its benefits. Given its universal appeal, intrinsic reward value and ability to modify brain and behaviour, music may be a potential therapeutic aid in autism. Here we evaluated the neurobehavioural outcomes of a music intervention, compared to a non-music control intervention, on social communication and brain connectivity in school-age children (ISRCTN26821793). Fifty-one children aged 6-12 years with autism were randomized to receive 8-12 weeks of music (n = 26) or non-music intervention (n = 25). The music intervention involved use of improvisational approaches through song and rhythm to target social communication. The non-music control was a structurally matched behavioural intervention implemented in a non-musical context. Groups were assessed before and after intervention on social communication and resting-state functional connectivity of fronto-temporal brain networks. Communication scores were higher in the music group post-intervention (difference score = 4.84, P = .01). Associated post-intervention resting-state brain functional connectivity was greater in music vs. non-music groups between auditory and subcortical regions (z = 3.94, P < .0001) and auditory and fronto-motor regions (z = 3.16, P < .0001). Post-intervention brain connectivity was lower between auditory and visual regions in the music compared to the non-music groups, known to be over-connected in autism (z = 4.01, P < .00001). Post-intervention brain connectivity in the music group was related to communication improvement (z = 3.57, P < .0001). This study provides the first evidence that 8-12 weeks of individual music intervention can indeed improve social communication and functional brain connectivity, lending support to further investigations of neurobiologically motivated models of music interventions in autism.
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Affiliation(s)
- Megha Sharda
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Pavilion Marie-Victorin, 90 Avenue Vincent D'Indy, Montreal, QC, H2V 2S9, Canada.
- Centre for Research on Brain, Language and Music (CRBLM), Faculty of Medicine, McGill University, Rabinovitch House, 3640 de la Montagne, Montreal, QC, H3G 2A8, Canada.
| | - Carola Tuerk
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Pavilion Marie-Victorin, 90 Avenue Vincent D'Indy, Montreal, QC, H2V 2S9, Canada
| | - Rakhee Chowdhury
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Pavilion Marie-Victorin, 90 Avenue Vincent D'Indy, Montreal, QC, H2V 2S9, Canada
| | - Kevin Jamey
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Pavilion Marie-Victorin, 90 Avenue Vincent D'Indy, Montreal, QC, H2V 2S9, Canada
- Centre for Research on Brain, Language and Music (CRBLM), Faculty of Medicine, McGill University, Rabinovitch House, 3640 de la Montagne, Montreal, QC, H3G 2A8, Canada
| | - Nicholas Foster
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Pavilion Marie-Victorin, 90 Avenue Vincent D'Indy, Montreal, QC, H2V 2S9, Canada
- Centre for Research on Brain, Language and Music (CRBLM), Faculty of Medicine, McGill University, Rabinovitch House, 3640 de la Montagne, Montreal, QC, H3G 2A8, Canada
| | - Melanie Custo-Blanch
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Pavilion Marie-Victorin, 90 Avenue Vincent D'Indy, Montreal, QC, H2V 2S9, Canada
- Centre for Research on Brain, Language and Music (CRBLM), Faculty of Medicine, McGill University, Rabinovitch House, 3640 de la Montagne, Montreal, QC, H3G 2A8, Canada
| | - Melissa Tan
- Westmount Music Therapy, 4695 Maisonneuve Boulevard West, Westmount, QC, H3Z 1S4, Canada
| | - Aparna Nadig
- Centre for Research on Brain, Language and Music (CRBLM), Faculty of Medicine, McGill University, Rabinovitch House, 3640 de la Montagne, Montreal, QC, H3G 2A8, Canada
- School of Communication Sciences and Disorders, Faculty of Medicine, McGill University, 2001 Avenue McGill College, Montréal, QC, H3A 1G1, Canada
| | - Krista Hyde
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Pavilion Marie-Victorin, 90 Avenue Vincent D'Indy, Montreal, QC, H2V 2S9, Canada
- Centre for Research on Brain, Language and Music (CRBLM), Faculty of Medicine, McGill University, Rabinovitch House, 3640 de la Montagne, Montreal, QC, H3G 2A8, Canada
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Su Maw S, Haga C. Effectiveness of cognitive, developmental, and behavioural interventions for Autism Spectrum Disorder in preschool-aged children: A systematic review and meta-analysis. Heliyon 2018; 4:e00763. [PMID: 30211331 PMCID: PMC6129682 DOI: 10.1016/j.heliyon.2018.e00763] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2018] [Revised: 07/04/2018] [Accepted: 08/24/2018] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND Autism spectrum disorder (ASD) is characterised by significant impairment in social communication and the presence of restrictive and repetitive behaviour or interest. Intervention during early childhood could decrease ASD symptoms. We aimed to identify the most effective intervention based on cognitive, developmental, and behavioural approaches and the factors that impact the effectiveness of the intervention. METHODS We performed a systematic review and meta-analysis of existing interventions for ASD in preschool-aged children. Electronic databases were searched for related articles with randomised controlled trial (RCT) designs published between 2001 to 2015. Outcome measures were communication, behavioural and cognitive skills, reported as standardised mean differences (SMD) compared to a control group. A Random-effects model was utilised to calculate the pooled estimate effect. Between-study variability was also assessed. The registering number of this study is CRD42017035354. FINDINGS Out of the initial 5174 studies that were identified, there were 14 RCTs (746 children) that were included in the final systematic review and meta-analysis. Pooled estimate effect provided by random-effects model was 0.23 (95% confidence interval, CI [0.08-0.37]) with no between-study heterogeneity (I2 = 0.00%, p = 0.0018). Three studies of music therapy interventions provided the greatest outcome effects with a shorter duration and lower intensity. SMD for music therapies ranged from 0.40 to 0.62 with 95% CI [0.22 to 1.85]. The quality of the health care provider, the duration, and the intensity of intervention played an important role in the effectiveness of the intervention. INTERPRETATION Music therapy appears to be an effective tool for improving social interaction in preschool-aged children with ASD. However, more evidence-based trials are required to further validate the effectiveness of music therapy in ASD.
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Affiliation(s)
- Su Su Maw
- Graduate School of Health Sciences, Okayama University, Shikata cho, Kita-ku, 700-8558, Okayama city, Japan
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