Developmental Speech-Language Training through Music for Children with Autism Spectrum Disorders

Developmental Speech-Language Training through Music for Children with Autism Spectrum Disorders
Author: Hayoung A. Lim
Publisher: Jessica Kingsley Publishers
Total Pages: 210
Release: 2011-09-15
Genre: Medical
ISBN: 0857004158


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Speech and language impairments are one of the most challenging features of Autism Spectrum Disorders (ASD). Children with ASD are also known to be particularly responsive to music. This book makes a valuable connection between the two traits to showcase music as an effective way of enhancing the speech and language skills of children with ASD. This is a comprehensive guide to Dr. Hayoung Lim's highly effective approach of using music in speech-language training for children ASD. Part I provides a sound theoretical foundation and employs the most up-to-date research, including the author's own extensive study, to validate the use of music in speech and language training for children with ASD. Part II analyzes the clinical implications of “Developmental Speech- Language Training through Music” (DSLM) protocols and explains in detail specific interventions that can be used with the approach. The practical application of DSLM to Applied Behavior Analysis (ABA) Verbal Behavior (VB) approaches is also explored. This is essential reading for music therapists, speech and language pathologists and other professionals working with children with autism, as well as researchers and academics in the field.

Developmental Speech-language Training Through Music for Children with Autism Spectrum Disorders

Developmental Speech-language Training Through Music for Children with Autism Spectrum Disorders
Author: Hayoung A. Lim
Publisher: Jessica Kingsley Publishers
Total Pages: 204
Release: 2012
Genre: Medical
ISBN: 9781849058490


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The complete guide to Dr. Lim's highly effective 'Developmental Speech-Language Training through Music' (DSLM). It covers a theoretical foundation, the latest research, clinical implications of DSLM protocols, explanations of specific interventions and the application of DSLM to Applied Behavior Analysis (ABA) Verbal Behavior (VB) approaches.

The Effect of "developmental Speech-language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

The Effect of
Author: Hayoung Audrey Lim
Publisher:
Total Pages:
Release: 2007
Genre:
ISBN:


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Children with Autism Spectrum Disorders demonstrate deficits in speech and language, with the most outstanding speech impairments being in comprehension, semantics, prosody, and pragmatics. Perception and production of music and speech in children with ASD appear to follow the same principles of Gestalt pattern perceptual organization. In addition, common neuroanatomical structures and similar patterns of cortical activation mediate the perception and production of speech and music. Therefore, the purpose of this study was to explore how the perception of musical stimuli would impact the perception and production of speech and language in children with ASD. The study examined the effect of developmental speech-language training through music on the speech production of children with ASD. The participants were 50 children with ASD, age range 3 to 5 years, who had previously been evaluated on standard tests of language and level of functioning. The children completed the pre-test, six sessions of training, and the post-test. The pre-and post-tests consisted of the Verbal Production Evaluation Scale (VPES) and measured each participant2s verbal production including semantics, phonology, pragmatics, and prosody, of 36 target words. Eighteen participants completed music training, in which they watched a music video containing six songs and pictures of the 36 target words. Another group of eighteen participants completed speech training, in which they watched a speech video containing six stories and pictures of target words. Fourteen participants were randomly assigned to a no-training condition. Results of the study showed that participants in both music and speech training significantly increased their scores on the VPES from the pre-test to the post-test. Both music and speech training were effective for enhancing participants2 speech production including semantics, phonology, pragmatics, and prosody. Participants who received music training made greater progress on speech production than participants who received the speech training; however, the difference was not statistically significant. Results of the study also indicated that the level of speech production was influenced by the level of functioning in children with ASD. An interaction between level of functioning and training conditions on speech production approached significance. The results indicate that both high and low functioning participants improved their speech production after receiving either music or speech training; however, low functioning participants showed a greater improvement in speech production after the music training than after the speech training. Collectively, music training was more effective for speech production in low functioning children with ASD than was speech training. The study suggests that the superior performance in speech production in children with ASD who received music training might be generated from music stimuli which were organized by the Gestalt laws of pattern perception. In conclusion, children with ASD appear to perceive important linguistic information (i.e., target words) embedded in music stimuli, and can verbally produce the words as functional speech. These results provide evidence for the use of music as an effective way to enhance speech production in children with ASD.

Improving Speech and Eating Skills in Children with Autism Spectrum Disorders

Improving Speech and Eating Skills in Children with Autism Spectrum Disorders
Author: Maureen A. Flanagan
Publisher: AAPC Publishing
Total Pages: 132
Release: 2008
Genre: Autistic children
ISBN: 9781934575239


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The treatment program helps to increase the variety of foods in the child's diet, improve the child's ability to accept touch inside and around the mouth, and expand the number of sounds the child produces-and thereby improving overall functioning.

Early Childhood Music Therapy and Autism Spectrum Disorders

Early Childhood Music Therapy and Autism Spectrum Disorders
Author: Petra Kern
Publisher: Jessica Kingsley Publishers
Total Pages: 307
Release: 2012
Genre: Psychology
ISBN: 1849052417


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This edited book brings together renowned experts in music therapy and related fields to present current research, practical strategies, and policies useful for everyone interested in music as a tool to aid children on the autism spectrum. Case scenarios, examples and tip sheets further support the application of the knowledge-based content.

Different ... Not Less

Different ... Not Less
Author: Temple Grandin
Publisher: Future Horizons
Total Pages: 0
Release: 2012
Genre: Asperger's syndrome
ISBN: 9781935274605


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Fourteen individuals with autism, Asperger's syndrome, or attention-deficit hyperactivity disorder share the challenges they experienced growing up, their lives, relationships, and eventual careers.

Music for Special Kids

Music for Special Kids
Author: Pamela Ott
Publisher: Jessica Kingsley Publishers
Total Pages: 194
Release: 2011
Genre: Education
ISBN: 184905858X


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This activity book shows how music can be an enjoyable way to enhance the development of children with special needs. Packed with inspiring tips, activities and song ideas, this resource will have everybody singing, clapping and playing along! It explains simple ways of using songs, instruments and games to connect with children of all abilities.

Music Education for Children with Autism Spectrum Disorder

Music Education for Children with Autism Spectrum Disorder
Author: Sheila J. Scott
Publisher: Oxford University Press
Total Pages: 273
Release: 2017-01-02
Genre: Music
ISBN: 0190606355


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Music Education for Children with Autism Spectrum Disorder: A Resource for Teachers provides foundational information about autism spectrum disorder and strategies for engaging students with ASD in music-based activities such as singing, listening, moving, and playing instruments. This practical resource supplies invaluable frameworks for teachers who work with early-years students. The book first provides readers with background information about ASD and how students with this condition manage their behaviors in school environments. It then progresses to provide teachers with information about planning music-based instruction for students on the spectrum. In the book's midsection, readers learn how students with ASD perceive, remember, and articulate pitch perception. Following chapters present a series of practical ideas for engaging students with ASD though songs and singing and concentrate on skills in music listening, most notably on activities that motivate students with ASD to interact with others through joint attention. Challenges that individuals with ASD experience in motor processing are examined, including difficulties with gait and coordination, motor planning, object control, and imitation. This is followed by practical teaching suggestions for engaging students with activities in which movement is mediated through sound (e.g., drum beats) and music. Closing chapters introduce non-pitched percussion instruments along with activities in which children engage in multisensory experiences by playing instruments--musical activities described in preceding chapters are combined with stories and drama to create musical narratives. Music Education for Children with Autism Spectrum Disorder is accompanied by a companion website that supplies helpful supplemental materials including audio of songs notated in the book for easy access.

A Music Therapy Program Addressing Language Development with Children on the Autism Spectrum

A Music Therapy Program Addressing Language Development with Children on the Autism Spectrum
Author: Hiroko Matsubara
Publisher:
Total Pages: 0
Release: 2014
Genre:
ISBN:


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Autism Spectrum Disorder is currently recognized as a neurological disorder characterized by impairments in communication, socialization, restricted movements, and language development. The purpose of this study was to design a program that utilized song-based music therapy interventions to address language development as part of a collaboration with a speech-language pathologist for children with autism spectrum disorder (ASD). Through the analysis of current music therapy, speech-language pathology, and psychology literature, five malleable mediators were identified as having the potential to affect language development for children with ASD: (a) to develop a safe and trusting relationship with the therapist; (b) to develop imitation skills; (c) to improve turn-taking skills; (d) to develop understanding of words using the augmentative communication tools; and (e) to increase vocalization and/or verbalization. Those malleable mediators were paired with action strategies, which were identified from the literature and from the author’s clinical experience. A weekly goal-oriented music therapy intervention program was developed to address language development with children on the ASD, consisting of approximately 16 weekly 30-minute sessions divided into eight blocks. The child would progress from one block of sessions to the next once the necessary skills had been acquired. This design with target words or phrases incorporated into songs using visual materials can be used in music therapy clinical intervention contexts and can also form the basis for further research.