A model for music therapy with students with emotional and behavioral disorders

Sausser, Shannon; Waller, Raymond J.

doi:10.1016/j.aip.2005.05.003

Cited by 48 publications

(16 citation statements)

References 18 publications

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“…Therefore music therapy is an effective solution to cure these mental illnesses [4]. Music therapy is ideal for students with emotional and behavioral disorders (EBD) [5]. Wiimprovisation process of using Nintendo Wiimotes as Virtual instruments linked to a musical sound system within the framework of Group Music Therapy sessions can offer psychodynamic mediation for patients [6].…”

Section: Introductionmentioning

confidence: 99%

ICTs and Music in Generic Learning Disabilities

Theodorou

Drigas

2017

Int. J. Emerg. Technol. Learn.

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Abstract-The purpose of this paper is to review the most representative studies of the last decade (2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015) which deal with the combination of technology and music and concern individuals with Generic learning disabilities. Particularly, the areas of needs in this paper are divided to the following categories: Depression/ disruptive behavior, Down syndrome, Intellectual disabilities, Cerebral palsy and Severe/Profound disabilities. It is also underlined the important role of Information and Communication Technologies (ICTs) and digital music tools in promoting musical participation and assisting students with the pre-referred disabilities.

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Section: Introductionmentioning

confidence: 99%

ICTs and Music in Generic Learning Disabilities

Theodorou

Drigas

2017

Int. J. Emerg. Technol. Learn.

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“…The objective of this work is the impact of music therapy to students with EBD and the proposal of a model of music therapy for them in a psychoeducational setting [11]. These mentally imbalanced students have short attention spans, difficulties relating to people, low self-PAPER ICTS AND MUSIC IN SPECIAL LEARNING DISABILITIES esteem and family problems.…”

Section: Attention Deficit Hyperactivity Disorder (Adhd) and Attenmentioning

confidence: 99%

“…Finally a combination of music and technology is a non-invasive medium that enhances self-expression, self-esteem, motor skills, coordination, socialization, creativity, inventiveness, independence and success. Music is a great reinforce and motivator for human beings [11].…”

Section: Attention Deficit Hyperactivity Disorder (Adhd) and Attenmentioning

confidence: 99%

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ICTs and Music in Special Learning Disabilities

Drigas

Theodorou

2016

Int. J. Recent Contrib. Eng. Sci. IT

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Abstract-!his study is a critical review of published scientific literature on the use of Information and Communication Technologies (ICT), Virtual Reality, multimedia, music and their applications in children with special learning difficulties. Technology and music are two factors that are recognized as tools which ensure quality of life, success and access to knowledge and learning resources. In the following papers of the last decade (2006-2015) are proposed models of music therapy for students with special learning difficulties in a psycho educational setting. There are also defined future research perspectives concerning the applications of technology in this particular research field.

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“…Understanding health as individual function and symptoms is potentially a good fit with an individual and problem oriented approach to children’s restlessness, like ADHD. Indeed, music therapy has been used to improve children’s academic performances (Camilleri, 2000; Chong & Kim, 2010; Steele, Vaughan, & Dolan, 1976), reduce their restless behaviours (Gold, Voracek, & Wigram, 2004; McCarty, McElfresh, Rice, & Wilson, 1978; Sausser & Waller, 2006), and treat ADHD (Miller, 2007, 2011). …”

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confidence: 99%

Is restlessness best understood as a process? Reflecting on four boys’ restlessness during music therapy in kindergarten

Helle-Valle

Binder

Anderssen

et al. 2017

International Journal of Qualitative Studies on Health and Well

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ADHD can be considered an internationally recognized framework for understanding children’s restlessness. In this context, children’s restlessness is understood as a symptom of neurodevelopmental disorder. However, there are other possible understandings of children’s restlessness. In this article, we explore four boys’ collaborative and creative process as it is described and understood by three adults. The process is framed by a community music therapy project in a Norwegian kindergarten, and we describe four interrelated phases of this process: Exploring musical vitality and cooperation, Consolidating positions, Performing together, and Discovering ripple effects. We discuss these results in relation to seven qualities central to a community music therapy approach: participation, resource orientation, ecology, performance, activism, reflexivity and ethics. We argue that in contrast to a diagnostic approach that entails a focus on individual problems, a community music therapy approach can shed light on adult and systemic contributions to children’s restlessness.

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A model for music therapy with students with emotional and behavioral disorders

Cited by 48 publications

References 18 publications

ICTs and Music in Generic Learning Disabilities

ICTs and Music in Generic Learning Disabilities

ICTs and Music in Special Learning Disabilities

Is restlessness best understood as a process? Reflecting on four boys’ restlessness during music therapy in kindergarten

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