“Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism

Vaiouli, Potheini; Grimmet, Kharon; Ruich, Lawrence J

doi:10.1177/1362361313511709

Cited by 46 publications

(60 citation statements)

References 38 publications

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“…Since ASD presents a unique condition where socio-communicative impairments and enhanced music perceptual abilities coexist, clinicians have often attempted to capitalize on the musical strengths of individuals to compensate for their social difficulties (Alvin, 1978 ; Alvin and Warwick, 1992 ; Vaiouli et al, 2015 ). Recently, MT has been classified as an emerging evidence-based practice, useful in teaching individual skills or goals, through the use of specific musical components, such as songs, rhythm, and movement (Geretsegger et al, 2014 ; Thaut et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

The effect of sung speech on socio-communicative responsiveness in children with autism spectrum disorders

Paul

Sharda

Menon³

et al. 2015

Front. Hum. Neurosci.

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There is emerging evidence to demonstrate the efficacy of music-based interventions for improving social functioning in children with Autism Spectrum Disorders (ASD). While this evidence lends some support in favor of using song over spoken directives in facilitating engagement and receptive intervention in ASD, there has been little research that has investigated the efficacy of such stimuli on socio-communicative responsiveness measures. Here, we present preliminary results from a pilot study which tested whether sung instruction, as compared to spoken directives, could elicit greater number of socio-communicative behaviors in young children with ASD. Using an adapted single-subject design, three children between the ages of 3 and 4 years, participated in a programme consisting of 18 sessions, of which 9 were delivered with spoken directives and 9 with sung. Sessions were counterbalanced and randomized for three play activities—block matching, picture matching and clay play. All sessions were video-recorded for post-hoc observational coding of three behavioral metrics which included performance, frequency of social gesture and eye contact. Analysis of the videos by two independent raters indicated increased socio-communicative responsiveness in terms of frequency of social gesture as well as eye contact during sung compared to spoken conditions, across all participants. Our findings suggest that sung directives may play a useful role in engaging children with ASD and also serve as an effective interventional medium to enhance socio-communicative responsiveness.

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Section: Introductionmentioning

confidence: 99%

The effect of sung speech on socio-communicative responsiveness in children with autism spectrum disorders

Paul

Sharda

Menon³

et al. 2015

Front. Hum. Neurosci.

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“…Se ha corroborado que jóvenes con distintos tipos de discapacidad se han visto beneficiados por la práctica de actividades musicales como el canto, pues los ayuda a conseguir habilidades sociales valiosas (Vaiouli, Grimmet & Ruich, 2015). O'Neill (2015) y Nilsson (2015), por ejemplo, ven la música como un mecanismo o un vehículo útil para conseguir el empoderamiento juvenil.…”

Section: Empoderamientounclassified

Las artes escénicas y el empoderamiento de jóvenes discapacitados

Delgado

Humm-Delgado

2017

Ped Soc. Rev Int

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The field of youth practice has made tremendous strides in expanding its scope and reaching previously underserved youth groups in seeking to achieve its transformative mission, with empowerment playing a critical role in its universal appeal. However, the field has not achieved its potential for empowerment and transformation in reaching youth with both visible and invisible disabilities. This failure has increasingly been recognized, and notable efforts to rectify this situation can be found in the field, although not without encountering significant conceptual and research challenges. In the United States and internationally, inclusion is generally a goal for advocates and self-advocates for people with disabilities, including for youth with disabilities. It is a basic prerequisite for empowerment, another advocacy goal for youth with disabilities. With the access to the benefits of society, choices, and relationships inclusion brings, people have fewer barriers to empowering themselves. For youth with disabilities, the performing arts, defined here as acting, music, or dance performed before an audience, can be an avenue for both inclusion and empowerment. The construct of intersectionality is critical, too, to consider regarding the inclusion of youth with disabilities in the performing arts. This manuscript explores how empowerment can be applied to youth with disabilities, including those who are marginalized because of their race/ethnicity, gender, sexual identity or gender expression, or socioeconomic class as well as their disabilities. The performing arts is used to illustrate one way participation, inclusion, and empowerment can be achieved with youth with disabilities.

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“…A wide range of approaches have been attempted to promote the engagement of children with additional needs, including music (Simpson et al, 2013;Vaiouli et al, 2015), social stories (Delano & Snell, 2006) and Snoezelen rooms (Cuvo et al, 2001). …”

Section: Engagementmentioning

confidence: 99%

Transforming engagement: a case study of building intrinsic motivation in a child with autism

Dearden¹,

Emerson²,

Lewis³

et al. 2016

British J Special Edu

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This longitudinal case study of a 10-year-old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different 'states' demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described.Key words: autism, case study, engagement, intrinsic motivation IntroductionChildren with a wide range of disabilities tend to show reduced levels of engagement (Kemp et al., 2013;Kim & Mahoney, 2004), which inevitably impacts on their learning. Furthermore, children with autism are considered to have the lowest levels of engagement in terms of frequency and duration (Kemp et al., 2013;Simpson et al., 2013): it has been argued that the tendency of children with © 2016 NASEN DOI: 10.1111/1467-8578.12137 autism to engage more with objects than people can limit learning opportunities (Adamson et al., 2010). Additionally engagement can be reduced by maladaptive behaviours (Fulton et al., 2014), which tend to persist and become an embedded part of the child's repertoire.This article describes the ways in which engagement was fostered in a 10-yearold girl who was highly resistant to any adult intervention. The MORE (Means, Opportunities, Reasons and Expectations) approach was adopted to build intrinsic motivation to cooperate with adults as a foundation for learning. EngagementEngagement is the link between the person and their action (Kemp et al., 2013) and can determine a person's achievement and school behaviour . Students who are behaviourally engaged show attention, effort and persistence (Fredricks et al., 2004). In an education context, emotional engagement refers to the ways in which students relate to staff and peers and their willingness to participate in learning activities . Both positive and negative reactions to the learning setting are part of emotional engagement; students who are positively engaged are interested in learning and see its value. Emotional engagement therefore has a strong link to motivation and the terms are used interchangeably; while Appleton et al. (2006) distinguish between engagement and motivation, the latter typically relating to 'why' a person engages.Cognitive engagement includes investing in the process of learning, putting effort into studies and working towards mastery (Fredricks et al., 2004). It is reportedly increased by challenge (Jensen, 2005) and is characterised by coping with failure and persisting despite setbacks.These aspects of engagement (behavioural, emotional and cogn...

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“Bill is now singing”: Joint engagement and the emergence of social communication of three young children with autism

Cited by 46 publications

References 38 publications

The effect of sung speech on socio-communicative responsiveness in children with autism spectrum disorders

The effect of sung speech on socio-communicative responsiveness in children with autism spectrum disorders

Las artes escénicas y el empoderamiento de jóvenes discapacitados

Transforming engagement: a case study of building intrinsic motivation in a child with autism

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