Promoting Communication for Young Children with Autism Spectrum Disorders: A Family-Centered Music Therapy Intervention

Autor/inn/en	Vaiouli, Potheini; Andreou, Georgia
Titel	Promoting Communication for Young Children with Autism Spectrum Disorders: A Family-Centered Music Therapy Intervention
Quelle	In: Electronic Journal of Research in Educational Psychology, 20 (2022) 58, S.533-560 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1699-5880
Schlagwörter	Autism Spectrum Disorders; Music Therapy; Nonverbal Communication; Communication Skills; Parent Child Relationship; Parent Participation; Early Intervention; Parent Attitudes; Music Activities; Preschool Children + Suchen Sie Ihr Suchwort? Autism; Autismus; Musiktherapie; Non-verbal communication; Nonverbale Kommunikation; Kommunikationsstil; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Elternverhalten; Musikalische Aktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Introduction: Autism Spectrum Disorders (ASD) are a continuum of traits that may negatively affect social and emotional competencies of individuals, including challenges in their engagement abilities, possible limitations in reciprocal interactions, and inflexibility in initiating and sustaining communication. Such challenges may affect language development and speech acquisition. Considering their importance, this study explored the impact of a family-centered, music therapy intervention to promote preverbal and verbal communication skills of young children with ASD during parent-child, music engagement episodes. Method: A mixed-methods design was implemented to gather data on the children's preverbal and verbal communication abilities (pre-and-post intervention data collection) and on each dyad's musical interactions during a 16-week music therapy intervention. Quantitative outcome measures included children's scores on the Pragmatics Profile of Everyday Communication Skills (PPECS) and the Communication and Symbolic Behavior Scales Developmental Profile (CSBSDP), to assess children's communication, expressive speech, and symbolic behavior over time. Qualitative data were gathered through semi-structured interviews, logs, and journaling. Results: Reports from the families corroborate with quantitative results regarding changes on the children's communication abilities after the intervention. Discussion and Conclusion. Collectively, the current study provides evidence on the potential of using music therapy interventions within a family-centered approach to enhance young children's preverbal and verbal communication skills. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01