# data[].attributes.headline
The magic of music: Therapy program 
at Children's Association helps child with autism to connect with world around 
him 

# data[].attributes.subject
The magic of music: Therapy program 
at Children's Association helps child with autism to connect with world around 
him 

# data[].attributes.attachment_link.description
Birthday Parties for Autistic Children. The increased stimuli and sensory and social demands of a birthday party can easily overwhelm autistic children. The good intentions of a big party often result in a stressed child and frustrated parents. Pay attention to your autistic child's limits: Structure his personal ...

# data[].attributes.attachment_link.title
Information on Autism and Asperger Syndrome from Stephen Shore - Writings - Music for the Child with Autism

# data[].attributes.attachment_link.description
Web home of Stephen Shore, serving to build greater awareness of the autism spectrum and particularly Asperger Syndrome.

# data[].attributes.headline
Randomised controlled trial of improvisationalmusic therapy’s effectiveness for children withautism spectrum disorders (TIME-A): studyprotocol

# data[].attributes.subject
Randomised controlled trial of improvisationalmusic therapy’s effectiveness for children withautism spectrum disorders (TIME-A): studyprotocol

# data[].attributes.headline
Wikipedia definition of the Orff Schulwerk method

# data[].attributes.subject
Wikipedia definition of the Orff Schulwerk method

# data[].attributes.attachment_link.description
The Orff Schulwerk, or simply the Orff Approach, is a developmental approach used in music education. It combines music, movement, drama, and speech into lessons that are similar to child's world of play. It was developed by the German composer Carl Orff (1895-1982) and colleague Gunild Keetman during the 1920s.

# data[].attributes.headline
Improving the performance of a young child with Autism during self-care tasks using embedded song interventions: A case study.

# data[].attributes.subject
Improving the performance of a young child with Autism during self-care tasks using embedded song interventions: A case study.

# data[].attributes.headline
Singing our way through the day.  Using music with young children during daily routines.

# data[].attributes.subject
Singing our way through the day.  Using music with young children during daily routines.

# data[].attributes.headline
Music and Autism Sampler an Internet 
Sampler on Music and Autism

# data[].attributes.subject
Music and Autism Sampler an Internet 
Sampler on Music and Autism

# data[].attributes.headline
Improvisation as Communication: Students with Communication Disabilities and 
Autism Using 
Call and Response on Instruments
      |     |   

# data[].attributes.subject
Improvisation as Communication: Students with Communication Disabilities and 
Autism Using 
Call and Response on Instruments
      |     |   

# data[].attributes.headline
Musically adapted social stories to modify behaviors in students with Autism: four case studies

# data[].attributes.subject
Musically adapted social stories to modify behaviors in students with Autism: four case studies

# data[].attributes.headline
 Music may aid learning for autistic children

# data[].attributes.subject
 Music may aid learning for autistic children

# data[].attributes.attachment_link.description
I was approached about two years ago by a number of parents who wanted to know if music could really help their autistic children. I knew modern technologies would allow them to play but I suggested they give me some time to research the matter.

# data[].attributes.headline
The Effects of Improvisational Music Therapy on Joint Attention Behaviors in Autistic Children: A Randomized Controlled Study

# data[].attributes.subject
The Effects of Improvisational Music Therapy on Joint Attention Behaviors in Autistic Children: A Randomized Controlled Study

# data[].attributes.attachment_link.readable_text
Jinah Kim

Tony Wigram

Christian Gold

Abstract

The purpose of this study was to investigate the effects of improvisational music therapy on joint attention behaviors in pre-school children with autism. It was a randomized controlled study employing a single subject comparison design in two different conditions, improvisational music therapy and play sessions with toys, and using standardized tools and DVD analysis of sessions to evaluate behavioral changes in children with autism. The overall results indicated that improvisational music therapy was more effective at facilitating joint attention behaviors and non-verbal social communication skills in children than play. Session analysis showed significantly more and lengthier events of eye contact and turn-taking in improvisational music therapy than play sessions. The implications of these findings are discussed further.

Keywords

Improvisational music therapy Joint attention Play sessions with toys

This is a preview of subscription content, log in to check access.

# data[].attributes.attachment_link.title
The Effects of Improvisational Music Therapy on Joint Attention Behaviors in Autistic Children: A Randomized Controlled Study

# data[].attributes.attachment_link.description
Jinah Kim Tony Wigram Christian Gold The purpose of this study was to investigate the effects of improvisational music therapy on joint attention behaviors in pre-school children with autism. It was a randomized controlled study employing a single subject comparison design in two different conditions, improvisational music therapy and play sessions with toys, and using standardized tools and DVD analysis of sessions to evaluate behavioral changes in children with autism.

# data[].attributes.headline
Music Strikes a Chord in the Autistic Brain

# data[].attributes.subject
Music Strikes a Chord in the Autistic Brain

# data[].attributes.attachment_link.description
Welcome new members and also those who have shared our journey You're probably wondering, what exactly is autism? Awareness of autism has certainly increased one hundred fold since the day I discovered my son was on the autism spectrum.

# data[].attributes.headline
lAutism-Related Language, Personality, and Cognition in People with Absolute Pitch: Results of a Preliminary Study

# data[].attributes.subject
lAutism-Related Language, Personality, and Cognition in People with Absolute Pitch: Results of a Preliminary Study

# data[].attributes.attachment_link.title
Autism-Related Language, Personality, and Cognition in People with Absolute Pitch: Results of a Preliminary Study

# data[].attributes.attachment_link.description
Reports of a relatively high prevalence of absolute pitch (AP) in autistic disorder suggest that AP is associated with some of the distinctive cognitive and social characteristics seen in autism...

# data[].attributes.headline
Musical interaction therapy for children with autism: An evaluative case study with two-year follow-up

# data[].attributes.subject
Musical interaction therapy for children with autism: An evaluative case study with two-year follow-up

# data[].attributes.attachment_link.readable_text
Keywords

School Psychology Evaluative Case Musical Interaction Evaluative Case Study

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This study was funded by Gwynedd Health Authority and Social Services. The authors are indebted to the child, her family, and Music Therapist. We gratefully acknowledge constructive criticisms from Bronwen Burford, Fergus Lowe, Elizabeth and John Newson, Bradley Nicholas, and particularly Mark Williams and Peter Hobson.

This is a preview of subscription content, log in to check access.

# data[].attributes.attachment_link.title
Brief report: Musical interaction therapy for children with autism: An evaluative case study with two-year follow-up

# data[].attributes.attachment_link.description
School Psychology Evaluative Case Musical Interaction Evaluative Case Study These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves. This study was funded by Gwynedd Health Authority and Social Services.

# data[].attributes.body
The Sounds Of Learning: Studying The Impact Of Music On Children With Autism

# data[].attributes.attachment_link.readable_text
In June 2009, researchers reported that archaeologists in Germany had discovered a 35,000-year-old flute made of bird bone. It represented, one newspaper said, "the earliest known flowering of music-making in Stone Age culture." And we have been tapping our toes, humming along, singing and dancing ever since.

The power of music affects all of us and has long appealed to our emotions. It is for this reason that UCLA researchers are using music to help children with autism spectrum disorders (ASD), for whom understanding emotions is a very difficult task. This inability robs them of the chance to communicate effectively and make friends and can often lead to social isolation and loneliness.

Thanks to a grant from the NAMM Foundation, the trade association of the international music products association, Istvan Molnar-Szakacs, a researcher at the UCLA Tennenbaum Center for the Biology of Creativity and member of the of the Help Group-UCLA Autism Research Alliance, and colleagues have developed a music education program designed to help children with ASD better understand emotions and learn to recognize emotions in others.

"This is a 'naturalistic study,' in that it takes place not in a lab but in the child's classroom at the Help Group's Village Glen School for children with autism, where they are engaged in music-making," Molnar-Szakacs said.

Specifically, the children are using a method of music education known as the Orff-Schulwerk approach. Developed by 20th-century German composer Carl Orff ("schulwerk" is German for schooling), it is a unique approach to music learning that is supported by movement and based on things that kids intuitively like to do, such as sing, chant rhymes, clap, dance and keep a beat or play a rhythm on anything near at hand. Orff called this music and movement activity "elemental" - basic, unsophisticated and concerned with the fundamental building blocks of music.

The 12-week program uses elements from the Orff method - including games, instruments and teamwork - and combines them with musical games. The idea is to pair emotional musical excerpts with matching displays of social emotion (happy with happy, sad with sad, etc.) in a social, interactive setting.

"Music is a birthright of all children. To be able to listen and appreciate, sing or participate in music-making are as essential to development as mathematical or linguistic learning," Molnar-Szakacs said. "The purpose of this work is to provide a means for awakening the potential in every child for being 'musical' - that is, to be able to understand and use music and movement as forms of expression and, through that, to develop a recognition and understanding of emotions."

In fact, he said, participating in musical activities has the potential to scaffold and enhance all other learning and development, from timing and language to social skills.

"Beyond these more concrete intellectual benefits, the extraordinary power of music to trigger memories and emotions and join us together as an emotional, empathic and compassionate humanity are invaluable," Molnar-Szakacs said.

The goal of the research is to evaluate the effect of the music education program on outcomes in social communication and emotional functioning, as well as the children's musical development, according to Molnar-Szakacs.

"Hopefully this will be a fun, engaging and cost-effective therapeutic intervention to help children with ASD recognize and understand emotions in daily life interactions," he said. "An improved ability to recognize social emotions will allow these children to form more meaningful social relationships and hopefully greatly improve their quality of life."

Molnar-Szakacs is collaborating on the grant with Elizabeth A. Laugeson, a UCLA clinical instructor of psychiatry and director of the Help Group-UCLA Autism Research Alliance.

# data[].attributes.attachment_link.keywords[]
children's health; patient education and counseling; infant's health; psychology research; music; learning disorders; k-12 education; autism

# data[].attributes.attachment_link.title
The Sounds Of Learning: Studying The Impact Of Music On Children With Autism

# data[].attributes.attachment_link.description
The power of music affects all of us and has long appealed to our emotions. It is for this reason that researchers are using music to help children with autism spectrum disorders, for whom understanding emotions is a very difficult task.

# data[].attributes.headline
The effect of music on the acadmeic performances of students with Autism Spectrum Disorders.

# data[].attributes.subject
The effect of music on the acadmeic performances of students with Autism Spectrum Disorders.