"Bill is now singing": joint engagement and the emergence of social communication of three young children with autism.

autism spectrum disorder; joint attention; music therapy; social engagement; Autistic Disorder/therapy; Child; Child Development Disorders, Pervasive/therapy; Child, Preschool; Education, Special/methods; Female; Humans; Male; Music Therapy/methods; Social Behavior; Communication; Social Skills; Autistic Disorder; Child Development Disorders, Pervasive; Education, Special; Developmental and Educational Psychology

Abstract :

[en] Young children with autism spectrum disorder meet significant challenges in joint attention skills and in social communication. A child-centered, improvisational, music therapy intervention model was implemented to promote engagement in three young children with autism in a kindergarten classroom. A multiple baseline design compared the children's performance through three phases of intervention: focus on faces, response to joint attention, and initiation of joint attention. A complimentary qualitative analysis of teacher and parent experiences allowed for an in-depth understanding of the role of social environment in supporting emerging social communication skills among three children. As all children showed improvement in joint attention and actions of social engagement, this study bears evidence on the potential of music therapy as a promising intervention for promoting social skills of young children with autism spectrum disorder.

Disciplines :

Education & instruction

Author, co-author :

VAIOULI, Potheini ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM) > Multilingualism ; Indiana University Bloomington, USA pvaiouli@indiana.edu

Grimmet, Kharon; Indiana University Bloomington, USA

Ruich, Lawrence J; Indiana University Bloomington, USA

External co-authors :

yes

Language :

English

Title :

"Bill is now singing": joint engagement and the emergence of social communication of three young children with autism.

Publication date :

January 2015

Journal title :

Autism: the International Journal of Research and Practice

ISSN :

1362-3613

eISSN :

1461-7005

Publisher :

SAGE Publications Ltd, England

Volume :

Issue :

Pages :

73 - 83

Peer reviewed :

Peer Reviewed verified by ORBi

Additional URL :

http://journals.sagepub.com/doi/pdf/10.1177/1362361313511709

Available on ORBilu :

since 08 August 2024

Statistics

Number of views

63 (1 by Unilu)

Number of downloads

86 (1 by Unilu)

More statistics

Scopus citations^®

Scopus citations^®
without self-citations

OpenCitations

OpenAlex citations

WoS citations^™

Bibliography

Adamson LB, Bakeman R and Deckner DF (2004) The development of symbol-infused joint engagement. Child Development 75(4): 1171-1187.
Adamson LB, Bakeman R, Deckner DF, et al. (2009) Joint engagement and the emergence of language in children with autism and down syndrome. Journal of Autism and Developmental Disorders 39(1): 84-96.
Alpern C (2012) Enhancing language and communication development. In: Zager D, Wehmeyer M and Simpson R (eds) Educating Students with Autism Spectrum Disorders: Research-based Principles and Practices. New York: Routledge, pp.281-294.
Bakan MB, Koen B and Kobylarz F, et al. (2008) Following Frank: Response-ability and the co-creation of culture in a medical ethnomusicology program for children on the autism spectrum. Ethnomusicology 52(2): 163-202.
Bono MA, Daley T and Sigman M (2004) Relations among joint attention, amount of intervention and language gain in autism. Journal of Autism and Developmental Disorders 34(5): 495-505.
Bronfenbrenner U (1979) The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
Broun LT (2004) Teaching students with autistic spectrum disorders to read. Teaching Exceptional Children 36(4): 36-40.
Bruinsma Y, Koegel RL and Koegel LK (2004) Joint attention and children with autism: A review of the literature. Mental Retardation and Developmental Disabilities Research Reviews 10(3): 169-175.
Bryan LC and Gast DL (2000) Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders 30(6): 553-567.
Creswell JW and Clark VLP (2007) Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: SAGE.
Dawson G, Rogers S, Munson J, et al. (2010) Randomized, controlled trial of an intervention for toddlers with autism: the early start Denver model. Pediatrics 125(1): e17-e23.
Dettmer S, Simpson RL, Myles BS, et al. (2000) The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities 15(3): 163-169.
Donnell NE (2007) Messages through music: musical dialogue as a means of communicative contact. Canadian Journal of Music Therapy 13(2): 74-102.
Gold C, Wigram T and Elefant C (2006) Music therapy for autistic spectrum disorder. Cochrane Database of Systematic Reviews 19(2): CD004381.
Gooding LF (2011) The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits. Journal of Music Therapy 48(4): 440.
Greenspan SI and Wieder S (2006) Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think. Boston, MA: Da Capo Press.
Hale CM and Tager-Flusberg H (2005) Social communication in children with autism. Autism 9(2): 157-178.
Hobson R (2010) Explaining autism. Autism 14(5): 391-407.
Holck U (2002) Music therapy for children with communication disorders. In: Wigram T, Pedersen IN and Bonde L (eds) A Comprehensive Guide to Music Therapy. London: Jessica Kingsley Publishers, pp.183-187.
Jones CD and Schwartz IS (2009) When asking questions is not enough: an observational study of social communication differences in high functioning children with autism. Journal of Autism and Developmental Disorders 39(3): 432-443.
Jones EA and Carr EG (2004) Joint Attention in Children With Autism Theory and Intervention. Focus on Autism and Other Developmental Disabilities 19(1): 13-26.
Kaplan RS and Steele AL (2005) An analysis of music therapy program goals and outcomes for clients with diagnoses on the autism spectrum. Journal of Music Therapy 42(1): 2-19.
Kasari C, Freeman S and Paparella T (2006) Joint attention and symbolic play in young children with autism: a randomized controlled intervention study. Journal of Child Psychology and Psychiatry 47(6): 611-620.
Kasari C, Gulsrud AC, Wong C, et al. (2010) Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders 40(9): 1045-1056.
Katagiri J (2009) The effect of background music and song texts on the emotional understanding of children with autism. Journal of Music Therapy 46(1): 15-31.
Keen D, Rodger S, Doussin K, et al. (2007) A pilot study of the effects of a social-pragmatic intervention on the communication and symbolic play of children with autism. Autism 11(1): 63-71.
Kennedy CH (2005) Single-Case Designs for Educational Research. Boston, MA: Pearson.
Kern P, Wolery M and Aldridge D (2007) Use of songs to promote independence in morning greeting routines for young children with autism. Journal of Autism and Developmental Disorders 37(7): 1264-1271.
Kim J (2006) The effects of improvisational music therapy on joint attention behaviours in children with autistic spectrum disorder. Doctoral Dissertation, Aalborg University, Aalborg.
Kim J, Wigram T and Gold C (2008) The effects of improvisational music therapy on joint attention behaviors in autistic children: a randomized controlled study. Journal of Autism and Developmental Disorders 38(9): 1758-1766.
McMillan JH and Schumacher S (2010) Research in education: Evidence-based inquiry. Boston: Pearson.
Merriam SB (1998) Qualitative Research and Case Study Applications in Education: Revised and Expanded from Case Study Research in Education. San Francisco, CA: Jossey-Bass Publishers.
Mundy P, Sullivan L and Mastergeorge AM (2009) A parallel and distributed-processing model of joint attention, social cognition and autism. Autism Research 2(1): 2-21.
Nation Autism Center (2009) National Standards Report: The National Standards Project - Addressing the Need for Evidence-Based Practice Guidelines for Autism Spectrum Disorders. Randolph, MA: National Autism Center. Available at: http://www.nationalautismcenter.org/pdf/NAC%20Standards%20Report.pdf
Paul R and Sutherland D (2005) Enhancing early language in children with autism spectrum disorders. In: Volkmar FR (eds) Handbook of Autism and Pervasive Developmental Disorders. New York, NY: Wiley & Sons, 946-976.
Pelios L, MacDuff G and Axelrod S (2003) The effects of a treatment package in establishing independent academic work skills in children with autism. Education & Treatment of Children 26: 1-21.
Rao P, Beidel D and Murray M (2008) Social skills interventions for children with Asperger syndrome or high functioning autism: a review and recommendations. Journal of Autism and Developmental Disorders 38: 353-361.
Ritholz MS and Robbins C (2003) More Themes for Therapy. New York: Carl Fischer Music.
Schertz H and Odom S (2007) Promoting joint attention in young children with autism: a parent-mediated developmental model. Journal of Autism and Developmental Disorders 37(8): 1562-1575.
Schertz HH and Odom SL (2004) Joint attention and early intervention with autism: a conceptual framework and promising approaches. Journal of Early Intervention 27(1): 42-54.
Siller M and Sigman M (2002) The behaviors of parents of children with autism predict the subsequent development of their children's communication. Journal of Autism and Developmental Disorders 32(2): 77-89.
Simpson K and Keen D (2010) Teaching young children with autism graphic symbols embedded within an interactive song. Journal of Developmental and Physical Disabilities 22(2): 165-177.
Standley JM (1996) A meta-analysis on the effects of music as reinforcement for education/therapy objectives. Journal of Research in Music Education 44(2): 105-133.
Starr E and Zenker K (1998) Understanding autism in the context of music therapy: bridging theory and practice. Canadian Journal of Music Therapy 6(1): 1-19.
Swanson T (2005) Provide structure for children with learning and behavioral problems. Intervention in School and Clinic 40: 182-187.
Tager-Flusberg H and Sullivan K (2000) A componential view of theory of mind: evidence from Williams syndrome. Cognition 76(1): 59-90.
Trevarthen C (2002) Autism, sympathy of motives and music therapy. Enfance 54(1): 86-99.
Wetherby A (2006) Understanding and measuring social communication in children with autism spectrum disorders. In: Charman T and Stone W (eds) Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention. New York: The Guilford Press, pp.3-34.
Wetherby AM and Woods JJ (2006) Early social interaction project for children with autism spectrum disorders beginning in the second year of life. Topics in Early Childhood Special Education 26(2): 67-82.
Whalen C, Schreibman L and Ingersoll B (2006) The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders 36(5): 655-664.
White S, Keonig K and Scahill L (2007) Social skills development in children with autism spectrum disorders: a review of the intervention research. Journal of Autism and Developmental Disorders 37(10): 1858-1868.
Wigram T and Elefant C (2008) Therapeutic dialogues in music: Nurturing musicality of communication in children with Autistic Spectrum Disorder and Rett Syndrome. In: Trevarthern C and Malloch S (eds) Communicative musicality. Oxford University Press (in press).
Woodward A (2004) Music therapy for autistic children and their families: a creative spectrum. British Journal of Music Therapy 18: 8-14.