A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting.

dc.contributor.author

Mendelson, JL

dc.contributor.author

White, Y

dc.contributor.author

Hans, L

dc.contributor.author

Adebari, R

dc.contributor.author

Schmid, L

dc.contributor.author

Riggsbee, J

dc.contributor.author

Goldsmith, A

dc.contributor.author

Ozler, B

dc.contributor.author

Buehne, K

dc.contributor.author

Jones, S

dc.contributor.author

Shapleton, J

dc.contributor.author

Dawson, G

dc.coverage.spatial

Egypt

dc.date.accessioned

2016-12-01T16:09:40Z

dc.date.issued

2016

dc.description.abstract

Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: "long-term" (15 weeks beginning in January 2015 (Time 1), n = 14) or "short-term" (7 weeks beginning 7 weeks later in February (Time 2), n = 17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs.

dc.identifier

http://www.ncbi.nlm.nih.gov/pubmed/27999683

dc.identifier.issn

2090-1925

dc.identifier.uri

https://hdl.handle.net/10161/13070

dc.language

eng

dc.publisher

Hindawi Limited

dc.relation.ispartof

Autism Res Treat

dc.relation.isversionof

10.1155/2016/1284790

dc.title

A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting.

dc.type

Journal article

duke.contributor.orcid

Dawson, G|0000-0003-1410-2764

pubs.author-url

http://www.ncbi.nlm.nih.gov/pubmed/27999683

pubs.begin-page

1284790

pubs.organisational-group

Clinical Science Departments

pubs.organisational-group

Duke

pubs.organisational-group

Duke Institute for Brain Sciences

pubs.organisational-group

Institutes and Provost's Academic Units

pubs.organisational-group

Pediatrics

pubs.organisational-group

Psychiatry, Child & Family Mental Health and Developmental Neuroscience

pubs.organisational-group

Psychiatry & Behavioral Sciences

pubs.organisational-group

Psychology and Neuroscience

pubs.organisational-group

Sanford School of Public Policy

pubs.organisational-group

Sanford School of Public Policy - Secondary Group

pubs.organisational-group

School of Medicine

pubs.organisational-group

Trinity College of Arts & Sciences

pubs.organisational-group

University Institutes and Centers

pubs.publication-status

Published

pubs.volume

2016

Files

Original bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
1284790.pdf
Size:
1.3 MB
Format:
Adobe Portable Document Format