Music Therapy Helps Patients with Intellectual DisabilitiesLaurence Grigorov
Laurence Grigorov is an experienced director in the field of residential property development. Outside of his work, Laurence Grigorov is a contributor to Woodside Sanctuary in Johannesburg, a home for people with intellectual disabilities.
Within the Sanctuary, there are a diverse range of patients called “angels” by the staff. Some have disabilities that make life at home with their families unsustainable. Beyond providing for basic needs, Woodside Sanctuary has a mission to help these residents live fulfilling lives. One of the services that can be of benefit to these patients is music stimulation, which uses music to stimulate the brain to heal and help the patient to feel fulfilled.
Studies have shown a high degree of statistically significant correlation between music therapy and mental improvement in adults and children with intellectual disabilities. Music has also been used as an educational and therapeutic tool to facilitate the improvement of physical skills, memorization, speech, and mood, as well as to encourage socialization.
Music Therapy Helps Patients with Intellectual DisabilitiesLaurence Grigorov
Laurence Grigorov is an experienced director in the field of residential property development. Outside of his work, Laurence Grigorov is a contributor to Woodside Sanctuary in Johannesburg, a home for people with intellectual disabilities.
Within the Sanctuary, there are a diverse range of patients called “angels” by the staff. Some have disabilities that make life at home with their families unsustainable. Beyond providing for basic needs, Woodside Sanctuary has a mission to help these residents live fulfilling lives. One of the services that can be of benefit to these patients is music stimulation, which uses music to stimulate the brain to heal and help the patient to feel fulfilled.
Studies have shown a high degree of statistically significant correlation between music therapy and mental improvement in adults and children with intellectual disabilities. Music has also been used as an educational and therapeutic tool to facilitate the improvement of physical skills, memorization, speech, and mood, as well as to encourage socialization.
This article was written the most accurate possible. The references used are very trustworthy. The information could be used for a presentation or a free-topic-essay job. It is understandable and very detailed. Have fun learning!
For those interested in the video, go to: https://youtu.be/wPkuUPOk6kQ and there you'll see it.
Presentation given at The First Music & Medicine Conference of the Cincinnati Music & Wellness Coalition. Defines music therapy, reviews recent research in Music Medicine, and describes music therapy program at general hospital.
This article was written the most accurate possible. The references used are very trustworthy. The information could be used for a presentation or a free-topic-essay job. It is understandable and very detailed. Have fun learning!
For those interested in the video, go to: https://youtu.be/wPkuUPOk6kQ and there you'll see it.
Presentation given at The First Music & Medicine Conference of the Cincinnati Music & Wellness Coalition. Defines music therapy, reviews recent research in Music Medicine, and describes music therapy program at general hospital.
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
Running Head Music Therapy for Children with Autistic Spectrum Di.docxtoltonkendal
Running Head: Music Therapy for Children with Autistic Spectrum Disorder 1
Music Therapy for Children with Autistic Spectrum Disorder 3
Name:
Institution:
Professor:
Date of Submission:
Abstract
Music therapy is a clinical and research-based use of music for interventions to accomplish therapeutic healing by a registered music therapist on a patient. The idea of music therapy is to enable patients, who are unable to talk, to use musical activities to express their emotions in songwriting, dancing, singing and playing the musical instruments. To administer music therapy, we require an approved therapist to assess the patients to determine their therapeutic needs. The therapists then provide a goal, schedule and times per week to visit the patient, performs the therapy as planned and evaluates the success of the therapy sessions at certain interval times. ASD is a combination of developmental disorders that affect the skills, behaviors, and levels of abilities in an individual. ASD affects both adults and children. The disorder can be detected after three years for children by their parents. In older children, the teachers or family doctors may detect such symptoms. The earlier the detection, the easier it will be to treat the disorder. For earlier treatment, it is paramount parents to be vigilante on the symptoms for ASD by consulting specialists in autism. The symptoms are in the behavioral symptoms and social interaction behaviors. ASD in children can be treated when caught earlier in developmental stages. Children display similar symptoms to ASD as adults with an addition of sensory problems, emotional difficulties, and uneven cognitive abilities. The methods of diagnosing to confirm ASD requires experts. Music therapy is one of the treatment methods that has proven to be successful in the treatment of children with ASD. Through the musical activities administered by musical therapists, music therapy has helped improve emotional responses, reduce anxiety in children, and improve communication skills of these children in their peer groups. Music therapy has shown that these children have superior abilities compared to their peers. Music therapy is, therefore, beneficial in the treatment of children with ASD and should be considered just like any other treatment.
Music Therapy
Music therapy refers to the clinical and research-based use of music for interventions to accomplish therapeutic healing and relationship by a proven professional in the field of musical therapy program in a higher education system ("Definition and Quotes about Music Therapy", 2017). The therapeutic relationship when using music addresses physical, emotional, mental, cognitive and social needs of a person.
Music Therapy was initially used in the medical field for children with special needs in the early-mid-1900s in the United States. Its use then became widespread to the United Kingdom in the 1950s to 1960s. The therapeutic intervention then sp ...
Effects and Corporal Responses to Music Exposure and their Possible Use in Me...CarlosJCabello
My secondary-literature based thesis regarding the positive effects that music exposure has in our bodies, and how it can be applied into new medical therapies and techniques.
Lively nontechnical discussion of how the gift of music can have positive effects on health and disease. Music as a part of the health care culture is discussed from the prehistoric era to present day
Early childhood tutors believe in the music power in engaging ch.docxjacksnathalie
Early childhood tutors believe in the music power in engaging children. Scientific research supports the use of music instruction and music as a whole to build the literacy skills. There are high-quality experimental studies that are conducted in the classroom with the youngchildren receiving music education. In addition, relevant brain research which focuses on the impact that the music instruction has on the overall performance of the brain.
The impact of the music instruction and the music on the early literacy and language development for the children in: verbal memory and reading comprehension, listening skills, phonemic and phonological awareness, English language vocabulary, print and writing and awareness, family involvement and the impact on children with disabilities (Kreider, 2002).
The research presents a strong support for music inclusivity and musical instructions inthe early childhood classroom, more importantly this recommendation is made for the musical value and the experience itself and because the impact of music and music instructions can present to language development and the early literacy.
The audience in this argumentative essay is the primary and intermediary school teachers who are at the frontline in impacting the lives of the young children. In essence, they affect the literacy levels and the brain cognitive reasoning coupled with the reading comprehension. It has been found out that from the research that the children who participate in the music instructions tend to score higher marks in reading comprehension than the children who do not participate in the musical instructions (D, 2001). Thus, the musical instructions are fundamental in the reading ability of the child and so is their development.
Music development, skills and creativity can be enhanced through a plethora of technologies. In such a context, investigations motivated mainly by association of musical creativity with the social and cognitive children development focus on creative musical. A Meta-analysis of 25 correlation studies some of which involve a sample size of approximately 500,000 students, found a reliable and a strong association between music instruction and the score test of the reading comprehension (Butzlaff, 2000).
The use of music instructions improves the verbal memory. The findings that link the music training to the verbal memory are essential since the verbal memory is important inreading printed words with a better comprehension. As the reading progresses to text and sentence of greater lengths, the verbal memory gives a prerequisite to the child to retain the material in the memory as it is being read so that the syntactic and the semantic analysis that are necessary to comprehension. Verbal memory is imperative in that it assist in children learning how to read. Poor performance in verbal memory is associated with the reading disabilities for the young children.
Recent psychological and brain research shows that mu ...
TRANSDISCIPLINARY APPROACH TO SPEECH THERAPY WITH CHILDREN WITH ALALIASubmissionResearchpa
The article discloses the practical side of the transdisciplinary approach in speech therapy work and rehabilitation of children with alalia. In diagnosing speech disorders, the author believes that the behavior of children with alalia is closely related to the physiological activity of the brain, that diagnosis of speech disorders based on EEG and neuropsychological methods, as well as knowledge of the insufficiency of individual brain structures, which is supported by data from electroencephalographic research, are important for speech therapists in complex rehabilitation. Binaural therapy (individual alpha balance correction program) was used for children after EEG diagnosis of their dominant alpha rhythm, which matched their dominant rhythm in the selected time interval by Karimova Shoira Tursunovna 2020. TRANSDISCIPLINARY APPROACH TO SPEECH THERAPY WITH CHILDREN WITH ALALIA. International Journal on Integrated Education. 3, 8 (Sep. 2020), 238-241. DOI:https://doi.org/10.31149/ijie.v3i8.574 https://journals.researchparks.org/index.php/IJIE/article/view/574/549 https://journals.researchparks.org/index.php/IJIE/article/view/574
Lipids are a heterogenous group of
water –insoluble ( hydrophobic ) organic
molecules. Presentation on how they affect the body and what to do to prevent their effects.
A recent decree by the Medical Council of India has made it mandatory for Indian doctors to attend conferences and get credit points to renew their licence to practice.
There is hence a mad rush to attend all conferences.
But the MCI would do well to evaluate conferences that they are forcing us to attend.
Medico legal and patient safety through information disseminationIndian Health Journal
Technology can be at the forefront of patient safety and avoid doctors falling into medical legal issues. Communication is the key and technology provides some good mediums for the same
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Effect of music_therapy_on_the_development_of_speech_rajiv_mishra
1. EFFECT OF MUSIC THERAPY ON THE DEVELOPMENT OF SPEECH
AND LANGUAGE IN NON-VERBALPRE-SCHOOL CHILDREN WITH
AUTISM
TITLE:To investigate the effect of Music Therapy on the development of speech
and language in non- verbal pre-school children with autism.
STATEMENT OFTHE PROBLEM:
About one-third to a half of individuals with autism do not develop enough natural
speech or have limited speech to express their daily communication needs.
Children with autism often are self-absorbed and seem to exist in their own world
where they are unable to successfully communicate and interact with others.
They may have difficulty developing receptive and expressive language skills and
understanding what others speak to them. They also may have difficulty
communicating nonverbally, for e.gthrough gestures, eye contact, facial
expressions and body language.The child’s ability to communicate with
otherswill vary and depends upon his or her cognitive and social development.
Some children with autism may be unable to develop speech. Others may have
rich vocabularies and be able to talk about specific subjects in detail. The
majority have difficulty using language effectively to explain, especially when
they talk to other people. Many have problems with understanding the meaning
and rhythm of words and sentences. They also may be unable to understand
body language and the nuances of vocal tones.They usually exhibit difficulties in
social interaction as well as in verbal and non-verbal communication. Since
autistic children are hypersensitive to external stimuli, they tend to have a strong
affinity for listening to music and playing musical instruments. Many autistic
children sometimes sing when they may not speak. They often restrict
themselves by closing their ears tightly with their fingers poked in and humming
a tune continuously. Music therapy being a well-established technique for using
musical interaction to help individuals with a wide range of cognitive and
2. emotional challenges to improve their ability to function, it was conducted on
non-verbal preschool children for development of speech, speech intelligibility
and language development.
REVIEW OF LITERATURE:
1.Science Daily (Sep.20,2006)- Researchers have found the firstevidence that young
children who take music lessons show differentbrain development and improved
memory over the course of a yearcompared to children who do not receive musical
training.
2. Institute of Cognitive Neurosciences of the Mediterranean, CNRS,Marseille,
France Center for Complex Systems and Brain Sciences, Florida Atlantic
University, Boca Raton, Florida 33431,USA-Compared the neural bases of
language and music and manipulated either the linguistic or musical dimensions
(or both) of song and studied their relationships. It was possible to gain important
information about the neural networks underlying language and music cognition.
They also conducted behavioral, electrophysiological, and neuroimaging studies
concerning with the functional and structural relationships of music and
language.
3. In 1994 ‘Discover magazine’ published an article which discussed research by
Gottfried Schlaug, Herman Steinmetz and their colleagues at the University of
Dusseldorf. The group compared magnetic resonance images (MRI) of the brains of 27
classically trained right-handed male piano or string players, with those of 27 right-
handed male non-musicians. Intriguingly, they found that in the musicians’
planumtemporale - a brain structure associated with auditory processing - was bigger in
the left hemisphere and smaller in the right than in the non-musicians. The musicians
also had a thicker nerve fibre tract between the hemisphere. The differences were
especially striking among musicians who began training before the age of seven.
According to Shlaug, music study also promotes growth of the corpus callosum, a sort
of bridge between the two hemispheres of the brain. He found that among musicians who
3. started their training before the age of seven, the corpus callosum is 10-15% thicker than
in non-musicians.
RATIONAL OFSTUDY:
Music therapy can help patients suffering from autism spectrum disorders to
physical injuries like spinal cord injuries. Different studies are being going on to
determine if music therapy can help treat Parkinson’s Disease, which is a brain
disease that causes its sufferers to shake uncontrollably. It’s also being used for
older people living in hospital or old age care as music therapy is believed to
decrease pain perception and provide distraction for people living with chronic or
extreme pain.Music therapy is also being used much more often to treat people
with autism, especially young children. Autistic people are often entirely closed
off in their own private world and they are unable to properly communicate with
the people around them. They struggle to interact with the world around them as
well. The left brain is responsible forgeneral music ability in musicians,
perception, production of speech, perception of rhythm and prosody, lyric
performance during singing and the temporal sequences of reading ability. The
right brain is involved with processing of musical pitch, control of intensity of
sound(amplitude), identification and detection of musical chords, melody
perception in non-musicians, visual pattern recognition, singing, auditory pattern
recognition(auditory training), and expressive rhythmic and melodic behaviour.
New studies are reporting of overlapping areas for music and language
processing. Rhythm has been found to positively influence brain activity during
learning; scientists have reported that after a rhythm sequence is stopped, brain
activity occurs in anticipation.Research supports connections between speech
and singing, rhythm and motor movements, memory for song and memory for
academic concepts, and overall ability of preferred music . Speech can range
from complete mutism to grunts, reflexive crying,shrieks, guttural and humming
sounds. There may be musically intoned vocalizations with some consonant-
4. vowel combinations, a sophisticated babbling interspersed with recognizable
word-like sounds or a jargon speech.It is therefore necessary to study further,
how speech and language can be developed in children with autism and how
music-based communication is possible even when language processing is
missing.
DEFINITIONS:
sic Therapy- Music therapy is an allied health profession and afield of scientific research which
studies correlations between the
ocess ofclinical therapy and biomusicology, musical acoustics,music theory,psychoacoustics,
embodied , music cognition and comparative musicology. It is an interpersonal
process in which a trained music therapist uses music and all of its facets-
physical, emotional, mental, social, aesthetic, and spiritual—to help clients to
improve or maintain their health.
ice Analysis- Voice analysis is the study of speech sounds for purposes other than linguistic
content, such as in speech recognition. Such studies include mostly medical
analysis of the voice .
ASSUMPTIONS:
Scientists have discovered that music training has significant influences on the brain
development of young children which leads to
improved memory and language recall skills .Researchers found that
5. musically trained children performed better in a memory test that is correlated with other
skills such as literacy, verbal memory, visual spatial processing, mathematics and
intelligence.Since children with autism have affinity towards music and there is a proven
co-relation between the music, speech and brain development, the research on above
topic was pursued.
HYPOTHESIS:
1.To investigate the effect of Music Therapy in development of
speech in non- verbal pre-school children with autism.
2. To investigate the effect of Music Therapy in development of
language in non- verbal pre-school children with autism.
LIMITATIONS:
1. The sample size was small.
METHOD:
Research Design:Experimental research design.
Independent
variable:Music Therapy
Dependent variable:Speech and Language Development in
6. non- verbal pre-school children with autism.
Sample design:8 children with autism with no speech or
minimal speech.
Sampling Design: By convince sampling
Inclusion criteria: 1. Age-3-5 years.
2. Diagnosis- All children were diagnosed
under Autism Spectrum Disorder By Child
Psychiatrist and Clinical Psychologist.
Exclusion criteria:None.
7. Instrumentation:
1.Perceptual Evaluation of Speech Quality test .
2.Voice Assessment Protocol for Children and Adults (VAP)
3.Clinical Evaluation of Language Fundamentals–Preschool, Second
Edition (CELF-Preschool 2)
4.Goldman-Fristoe Test of Articulation-Second Edition G-
FTA-2)
5. Peabody Picture Vocabulary Test
Materials and Equipments:
1. Computer voice analyzer.
2. Praat software program for acoustic voice analysis.
3. Phonatory Aerodynamic System (PAS)
4. Microphone
5. Tape recorder
6. Musical Instruments.
Procedure:
8. The team comprised of a Music Therapist and Speech Therapist. The duration of the
project was from 26th January 2009 to 14th November 2009 at Ruptech Educational India.
8 pre-school children with no or minimal speech with autism were assessed prior to the
start of therapy sessions. The child’s Speech Development milestones, Imitation skills,
Articulation test, Voice Analysis (loudness, quality, pitch range) was assessed. The
child’s receptive and expressive vocabulary and Situation-Facial Expression Matching
were tested using photographs and video clippings. After assessing the strengths and
needs of each child with autism, the music therapist developed a treatment plan with
goals and objectives and then provided appropriate treatment. The therapist used
percussion, tuned instruments and her own voice, to respond creatively to the sounds
produced by the children with autism and encouraged them to create his or her own
musical language. Musical games like passing a ball back and forth to music or playing
sticks and cymbals with a partner to foster interaction were played. Preferred music was
used contingently for a wide variety of cooperative social behaviours like sitting on a
chair or staying with a group of other children in a circle. Music selections and certain
active music-making activities were modified for child’s preferences and individualized
needs (i.e., song selection and music may vary). Toolkits were available via AMTA and
publications.
The therapy was conducted in individual and small group sessions. The children
attended 40 music therapy sessions-19 individual sessions and 21 group sessions,
twice/week, of half an hour each.The group session had 3-4 ASD students during
therapy. Music therapy sessions were documented in a treatment plan, every week and
delivered in accordance with standards of practice. The speech and voice analysis was
done by the voice therapist along with the music therapist.
9. Table1 Receptive and Expressive Language Age based on Clinical
Evaluation of Language Fundamentals–Preschool, Second
Edition (CELF-Preschool 2), on 27th March 2009(Pre-therapy
assessment)
Chronological Receptive Expressive
Age(in years) Language Age(in Language Age
Subjects years)
(in years)
Child A 3.4 2.2 1.4
Child B 4.6 3.4 1.8
Child C 3.2 2.1 1.1
Child D 4.2 2.3 1.4
Child E 3.7 2.4 1.0
Child F 4.10 3.0 1.9
Child G 3.4 2.1 1.3
Child H 4.9 3.8 2.0
Table 2Receptive and Expressive Language Age based onClinical
Evaluation of Language Fundamentals–Preschool, Second
Edition (CELF-Preschool 2), on 3rd October 2009(Post-therapy
assessment)
Chronological Receptive Expressive
Age(in years) Language Age(in Language Age
Subjects years)
10. (in years)
Child A 3.10 2.6 1.7
Child B 5.0 3.7 2.1
Child C 3.8 2.4 1.6
Child D 4.8 2.5 1.9
Child E 4.1 2.7 1.3
Child F 5.4 3.4 2.1
Child G 3.10 2.3 1.5
Child H 5.3 3.9 2.6
Graph Representing Receptive and Expressive Language age based on Clinical
Evaluation of Language Fundamentals (CELF-Preschool 2) from 27th March to 3rdOctober
2009 of Child A.
3
2.6
2.5
Inprovement in Receptive and Expressive Language Age in years
2.5 2.3
2.2
2.1
2
1.7
1.6
1.5
1.5 1.4 1.4
Receptive Age
Expressive age
1
0.5
0
Graph Representing Receptive and Expressive Language age based on Clinical
Evaluation of Language Fundamentals (CELF-Preschool 2) from 27th March to 3rdOctober
2009 of Child B.
11. 4 3.7
3.5 3.5
3.4 3.4
3.5
Improvement in Receptive and Expressive Language Age (in years)
3
2.5
2.1
1.9
2 1.8
1.7
1.6 Receptive Age
1.5 Expressive age
1
0.5
0
Graph Representing Receptive and Expressive Language age based on Clinical
Evaluation of Language Fundamentals (CELF-Preschool 2) from 27th March to 3rdOctober
2009 of Child C.
2.5 2.4 2.4
2.3
2.2
2.1
IInprovement in Receptive and Expressive Language Age in years
2
1.6 1.6
1.5 1.4
1.3
1.1
Receptive Age
1
Expressive age
0.5
0
Graph Representing Receptive and Expressive Language age based on Clinical
Evaluation of Language Fundamentals (CELF-Preschool 2) from 27th March to 3rdOctober
2009 of Child D.
12. 2.5 2.5
2.5 2.4
Inprovement in Receptive and Expressive Language Age in years
2.3 2.3
2 1.9
1.7
1.5
1.5 1.4 1.4
Receptive Age
1
Expressive age
0.5
0
Graph Representing Receptive and Expressive Language age based on Clinical
Evaluation of Language Fundamentals (CELF-Preschool 2) from 27th March to 3rdOctober
2009 of Child E.
3
2.7
2.6
2.5
Inprovement in Receptive and Expressive Language Age in years
2.5 2.4 2.4
2
1.5 1.4
1.3 1.3
1.2 Receptive Age
1
Expressive age
1
0.5
0
Graph Representing Receptive and Expressive Language age based on Clinical
Evaluation of Language Fundamentals (CELF-Preschool 2) from 27th March to 3rdOctober
2009 of Child F.
13. 3.4
3.5 3.3 3.3
3.1
3
Inprovement in Receptive and Expressive Language Age in years
3
2.5
2.1
2 2
1.9
2
1.4 Receptive Age
1.5
Expressive age
1
0.5
0
Graph Representing Receptive and Expressive Language age based on Clinical
Evaluation of Language Fundamentals (CELF-Preschool 2) from 27th March to 3rdOctober
2009 of Child G.
2.5
2.3 2.3 2.3
2.1 2.1
Inprovement in Receptive and Expressive Language Age in years
2
1.5
1.5 1.4 1.4
1.3 1.3
Receptive Age
1
Expressive age
0.5
0
Graph Representing Receptive and Expressive Language age based on Clinical
Evaluation of Language Fundamentals (CELF-Preschool 2) from 27th March to 3rdOctober
2009 of Child H.
14. 3.9 3.9 3.9
4 3.8 3.8
3.5
Inprovement in Receptive and Expressive Language Age in years
3
2.6
2.5
2.5
2.1
2
Receptive Age
1.5
1.5 Expressive age
1
0.5
0
0
Table 3 Articulation Test based on Goldman-Fristoe Test of
Articulation-Second Edition G-FTA-2) on 27th March 2009(Pre-
therapy assessment)
Subjects Chronological Misarticulation
Age(in years)
Child A 3.10 N.A
Child B 5.0 N,A
Child C 3.8 aspirated sounds
Child D 4.8 Trill sounds
Child E 4.1 N.A
Child F 5.4 N.A
Child G 3.10 Glottal sounds
Child H 5.3 N.A
15. Table 4Articulation Test based onGoldman-Fristoe Test of
Articulation-Second Edition G-FTA-2) on 13th Oct 2009(Post-
therapy assessment)
Subjects Chronological Misarticulation
Age(in years)
Child A 3.10 N.A
Child B 5.0 N,A
Child C 3.8 aspirated
sounds(reduced by
40%)
Child D 4.8 Trill sounds(no
improvement)
Child E 4.1 N.A
Child F 5.4 N.A
Child G 3.10 Glottal
sounds(reduced by
30%)
Child H 5.3 N.A
Table 5 Voice Analysis ,on computerized Voice Analyseron 29th March
2009(Pre-therapy assessment)
Subjects Chronological Pitch Loudness Quality of
Age(in years) range(in Hz) voice (in%)
(in db)
Child A 3.4 230-560 40 Normal
Child B 4.6 135-257 60 Hoarse(40%)
16. Child C 3.2 321-460 30 Normal
Child D 4.2 110-730 45 Nasal (70%)
Child E 3.7 230-270 50 Normal
Child F 4.10 340-800 34 Nasal(70%)
Child G 3.4 120-224 35 Husky(40%)
Child H 4.9 130- 170 57 Hoarse(30%)
Table 6 Voice Analysis ,on computerized Voice Analyseron 7th October
2009(Post-therapy assessment)
Subjects Chronological Pitch Loudness Quality of
Age(in years) range(in Hz) voice (in%)
(in db)
Child A 3.10 130-730 60 Normal
Child B 5.0 130-454 65 Hoarse(30%)
Child C 3.8 232-640 40 Normal
Child D 4.8 110-870 36 Nasal(50%)
Child E 4.1 120-330 30 Normal
Child F 5.4 320-870 24 Nasal
Child G 3.10 110-344 43 Husky(30%)
Child H 5.3 120- 180 63 Hoarse(25%)
FINDINGS:
17. dings of this study gave significant insights into the relationship
en music, speech , language development in children with autism.
It was observed that there was an overall enhancement in their receptive and functional
expressive language skills. While all could speak in telegraphic speech post music therapy
sessions, 2 children could express in 3-4 word short sentences and developed functional
expressive skills. 1 child could narrate events in 3-4 sentences of 4-5 word length. It was
noticed that the articulation of 2 children improved in aspirated and glottal sounds and 1
child showed no improvement. There was significant improvement in pitch range,3children
could attain normal loudness. The voice quality improved of 4 children who had nasal or
hoarse or husky voice. There was an improvement of 5-20% in their voice quality.
IMPLICATIONS:
The above findings prove that music therapy helps to enhance attention ,speech
and language development to optimize the student’s ability to learn and interact.
It has been effective in the development and remediation of speech and
language. Therefore, the purpose of music therapy for children with autism
should be to provide the student with an initial assist using melodic and rhythmic
strategies, followed by fading of musical cues to aid in generalization and
transfer to other learning environments. The future of music brain research is
bright.
Additional study is needed:
-to specify the effect of each of the components of music (i.e. rhythm) on specific
areas of brain activity,
-to specify areas of brain activity during emotional responses to music,
- to analyze the structural similarities between music and language,
18. -to study the neuromuscular effect of low-frequency vibration and
music,
-to study the effect of music on retrieval in short and long term
memory .
BIBLIOGRAPHY
Banks, S., Davis, P., Howard, V. F., & McLaughlin, T. F. (1993). The effects of
directed art activities on the behavior of young children with disabilities: A multi-
element baseline analysis. Art Therapy: Journal of the American Art Therapy
Association, 10(4), 235-240.
Bentivegna, S., Schwartz, L., &Deschner, D. (1983). The use of art with an
autistic child in residential care. American Journal of Art Therapy, 22, 51-56.
Benveniste, D. (1983). The archetypal image of the mouth and its relation to
autism. Arts in Psychotherapy, 10, 99-112.
Betts, D. J. (2005). The art of art therapy: Drawing individuals out in creative
ways. Advocate: magazine of the Autism Society of America, 26-27.
Betts, D. J. (2003). Developing a projective drawing test: Experiences with the
Face Stimulus Assessment (FSA). Art Therapy: Journal of the American Art
Therapy Association, 20(2), 77-82.
Betts, D. J., &Tabone, C. (2002). Working with autism: Contemporary
assessment and treatment methods. Paper presented at the 33rd Annual
Conference of the American Art Therapy Association, Washington, DC.
Betts, D. J. (2001). Projective drawing research: Assessing the abilities of
children and adolescents with multiple disabilities. Paper presented at the 32nd
Annual Conference of the American Art Therapy Association, Albuquerque,
NM.
Betts, D. J. (2001). Cover story: weekend outings provide creative outlet:
Individual expresses himself through art therapy. Advocate: Magazine of the
Autism Society of America, 34(3), 20-21.
Betts, D. J. (2001). Special report: The art of art therapy. Drawing individuals
out in creative ways. Advocate: Magazine of the Autism Society of America,
34(3), 22-23(29).
Buck, L. A. (1985). Artistic talent in “autistic” adolescents and young adults.
Empirical Studies of the Arts, 3(1), 81-104.
19. Evans, K. &Dubowski, J. (2001). Art therapy with children on the autistic
spectrum: Beyond words. Jessica Kingsley Publishers, London.
Fleshman, B., &Fryrear, J. (1981). The arts in therapy. Chicago: Nelson-Hall. In
Parker-Hairston, M. J. (1990). Analyses of responses of mentally retarded autistic
and mentally retarded non-autistic children to art therapy and music therapy.
Journal of Music Therapy, XXVII(3), 137-150.
Henley, D. (2001) Annihilation anxiety and fantasy in the art of children with
Asperger’s Syndrome and others on the autistic spectrum. American Journal of
Art Therapy, 39(4), 113-121.
Henley, D. (1992). Therapeutic and aesthetic application of video with the
developmentally disabled. Arts in Psychotherapy, 18, 441-447.
BIBLIOGRAPHY
Banks, S., Davis, P., Howard, V. F., & McLaughlin, T. F. (1993). The effects of
directed art activities on the behavior of young children with disabilities: A multi-
element baseline analysis. Art Therapy: Journal of the American Art Therapy
Association, 10(4), 235-240.
Bentivegna, S., Schwartz, L., &Deschner, D. (1983). The use of art with an
autistic child in residential care. American Journal of Art Therapy, 22, 51-56.
Benveniste, D. (1983). The archetypal image of the mouth and its relation to
autism. Arts in Psychotherapy, 10, 99-112.
Betts, D. J. (2005). The art of art therapy: Drawing individuals out in creative
ways. Advocate: magazine of the Autism Society of America, 26-27.
Betts, D. J. (2003). Developing a projective drawing test: Experiences with the
Face Stimulus Assessment (FSA). Art Therapy: Journal of the American Art
Therapy Association, 20(2), 77-82.
Betts, D. J., &Tabone, C. (2002). Working with autism: Contemporary
assessment and treatment methods. Paper presented at the 33rd Annual
Conference of the American Art Therapy Association, Washington, DC.
Betts, D. J. (2001). Projective drawing research: Assessing the abilities of
children and adolescents with multiple disabilities. Paper presented at the 32nd
Annual Conference of the American Art Therapy Association, Albuquerque,
NM.
Betts, D. J. (2001). Cover story: weekend outings provide creative outlet:
Individual expresses himself through art therapy. Advocate: Magazine of the
Autism Society of America, 34(3), 20-21.
20. Betts, D. J. (2001). Special report: The art of art therapy. Drawing individuals
out in creative ways. Advocate: Magazine of the Autism Society of America,
34(3), 22-23(29).
Buck, L. A. (1985). Artistic talent in “autistic” adolescents and young adults.
Empirical Studies of the Arts, 3(1), 81-104.
Evans, K. &Dubowski, J. (2001). Art therapy with children on the autistic
spectrum: Beyond words. Jessica Kingsley Publishers, London.
Fleshman, B., &Fryrear, J. (1981). The arts in therapy. Chicago: Nelson-Hall. In
Parker-Hairston, M. J. (1990). Analyses of responses of mentally retarded autistic
and mentally retarded non-autistic children to art therapy and music therapy.
Journal of Music Therapy, XXVII(3), 137-150.
Henley, D. (2001) Annihilation anxiety and fantasy in the art of children with
Asperger’s Syndrome and others on the autistic spectrum. American Journal of
Art Therapy, 39(4), 113-121.
Henley, D. (1992). Therapeutic and aesthetic application of video with the
developmentally disabled. Arts in Psychotherapy, 18, 441-447.