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Musica come Terapia...conosciamo gli strumenti e il loro suono...

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Musica come Terapia...conosciamo gli strumenti e il loro suono...

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Inclusione, crescita, coordinazione, comportamento...

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Coordinazione con la Musica! Note gravi, tutti in basso!

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Coordinazione con la Musica! Note gravi, tutti in basso!

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Coordinazione con la Musica! body percussion...

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Coordinazione con la Musica! body percussion...

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Creatività musicale nell'autismo: esplorare la crescita attraverso l'interazione collaborativa tra pari

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Creatività musicale nell'autismo: esplorare la crescita attraverso l'interazione collaborativa tra pari

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Persons with Autism Spectrum Disorder (ASD) may have strengths in musical skills and music perception. Some children with ASD may also have better social engagement in music activities, making music a potential strength for interacting with others. Although children with ASD may be mainstreamed into music education classes, there is little known research on the impact of peer support. The purpose of this project was to examine the impact of peer-assisted learning (PAL) on musical creativity and pro-social skills, between neurotypical (NT) and students with ASD. The following questions were investigated: (a) does music making with a peer impact music creativity differently in NT children and children with ASD, (b) does music making with a peer promote pro-social skills differently in NT children and in children with ASD. The sample included eighteen children with ASD and twenty-eight children with no known disability, between the ages of 9-14. Results of this study provide initial evidence that PAL experiences may be mutually beneficial for children with ASD and NT peers. In particular, an increase in pro-social skills were observed for some children grouped with NT peers, while the amount of time in creative music-making was similar between NT and NT/ASD peer groups.

Descriptors: Autism, Pervasive Developmental Disorders, Peer Relationship, Interaction, Cooperative Learning, Peer Teaching, Skill Development, Music Activities, Music Education, Creativity, Prosocial Behavior, Children, Early Adolescents

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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ERIC - EJ1337964 - Musical Creativity in Autism: Exploring Growth through Collaborative Peer Interaction, International Journal of Disability, Development and Education, 2022

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Persons with Autism Spectrum Disorder (ASD) may have strengths in musical skills and music perception. Some children with ASD may also have better social engagement in music activities, making music a potential strength for interacting with others. Although children with ASD may be mainstreamed into music education classes, there is little known research on the impact of peer support.

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Educazione musicale per studenti con disturbo dello spettro autistico in un contesto di piena inclusione

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Educazione musicale per studenti con disturbo dello spettro autistico in un contesto di piena inclusione

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The purpose of this multiple-case study was to explore the experiences of two students with autism spectrum disorder (ASD) in a full-inclusion music education context and how those experiences aligned with stakeholder perspectives regarding the role of music education for this population. Three themes emerged from the data: The Not-So-Atypical Benefits, A Focus on Strengths, and A Culture of Inclusivity. Factors related to the educators and school community had impact on these students' experiences and are further explored through the lens of an ethic of hospitality. Documenting educational practices and elucidating the beliefs of stakeholders (including music educators, the special education team, administration, and parents) regarding music education for students with ASD in an inclusion setting may offer insights into best practices while interrogating perceptions regarding unique benefits for this population.

Descriptors: Music Education, Inclusion, Autism, Pervasive Developmental Disorders, Special Education, Case Studies, Educational Benefits, Student Experience, Music Teachers, Special Education Teachers, Educational Practices, Teacher Attitudes, Parent Attitudes, Best Practices, Elementary School Students, Kindergarten, Students with Disabilities, Educational Legislation, Equal Education, Federal Legislation, Student Attitudes, Principals, Administrator Attitudes

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com

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ERIC - EJ1343044 - Music Education for Students with Autism Spectrum Disorder in a Full-Inclusion Context, Journal of Research in Music Education, 2022-Jul

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The purpose of this multiple-case study was to explore the experiences of two students with autism spectrum disorder (ASD) in a full-inclusion music education context and how those experiences aligned with stakeholder perspectives regarding the role of music education for this population.

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L'influenza della musica sul comportamento delle persone con disturbo dello spettro autistico

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L'influenza della musica sul comportamento delle persone con disturbo dello spettro autistico

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Persons with Autism Spectrum Disorder (ASD) and low cognitive functioning tend to demonstrate regulatory responses to auditory sensations, leading to disturbed behaviours such as self-stimulation, stereotypical movements, even aggression and self-harm. The aim of this study was to investigate whether listening to specific sounds and music reduced these behaviours. A systematic observational study of 16 participants was carried out with parental consent. A range of music types and sounds were played to participants including dissonant music (contemporary classical with dissonant chords), consonant music (classical romantic with consonant chords) and ambient sounds. Intermittent periods of silence between tracks were introduced to check for any potential influence of previous listening. It was noted that disturbed behaviour was least evident during periods of 'silence' (without additional auditory input), compared to any of the other conditions. Silence was therefore used as a baseline before listening to any sounds. Consonant music appeared to decrease disturbed behaviours compared with the other types of music and proved more effective than silence. These findings suggest that using specific types of music might help decrease some disturbed behaviour.

Descriptors: Autism, Pervasive Developmental Disorders, Intellectual Disability, Music, Behavior Problems, Intervention, Auditory Stimuli, Program Effectiveness, Behavior Modification, Listening, Students with Disabilities, Special Schools, Children, Adolescents

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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ERIC - EJ1337961 - The Influence of Music on the Behaviour of Persons with Autism Spectrum Disorder (ASD) and Low Cognitive Functioning: A Systematic Observational Study, International Journal of Disability, Development and Education, 2022

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Persons with Autism Spectrum Disorder (ASD) and low cognitive functioning tend to demonstrate regulatory responses to auditory sensations, leading to disturbed behaviours such as self-stimulation, stereotypical movements, even aggression and self-harm. The aim of this study was to investigate whether listening to specific sounds and music reduced these behaviours.