Inter-rater reliability on the Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND) for autism spectrum disorder

Carpente, John; Gattino, Gustavo

doi:10.1080/08098131.2018.1456480

Cited by 8 publications

(10 citation statements)

References 26 publications

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“…Based on the results of the trial shows that, the singing assessment instrument developed has met the expected criteria. This can be achieved because the determination of object observations, scoring techniques, and rubric assessments can be used as a guide for assessors clearly (Guntur et al, 2014), (Carpente & Gattino, 2018), and (DeLuca & Bolden, 2014)). The results of the analysis of Intraclass Correlation Coefficient singing assessment instruments developed by involving 3 assessors of 0.989.…”

Section: Accuracy Of Results Of Measurement Of Singing Skills In Musimentioning

confidence: 99%

Determining Objects of Observation for the Accuracy of the Singing Assessment Instrument

Utomo¹,

Suharto²

2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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Learning to sing in junior high schools based on the 2013 curriculum can be implemented by setting at least three important aspects as benchmarks for their assessment. Based on this matter, this study aims to determine the object of observation and scoring techniques in assessing aspects of the accuracy of the tone (pitch and duration), phrasing, and articulation. The study was conducted using a combination of qualitative and quantitative methods (mix methods). The use of these two methods is expected to be complementary. Results of the study show that: (1) the object of observation in assessing aspects of the accuracy of the tone (pitch and duration) is the students' skills in singing all parts of the melody of the song; (2) the object of observation in assessing the phrasing aspect is the students' skills in singing songs in accordance with the fragments of existing song sentences; (3) the object of observation in assessing the articulation aspect is the students' skills in singing the lyric in accordance with the existing pronunciation (4) scoring techniques for three aspects of singing assessment are performed using a range of scores based on the number of song bars, parts of song sentence, and the number of syllables specified in all parts of the lyric; and (5) the results of the trial conducted prove that the singing assessment instrument developed is accurate and meets the established criteria.

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Section: Accuracy Of Results Of Measurement Of Singing Skills In Musimentioning

confidence: 99%

Determining Objects of Observation for the Accuracy of the Singing Assessment Instrument

Utomo¹,

Suharto²

2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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“…Taking these considerations into account, small sample size could have compromised obtaining statistical significance in some domains, besides the medium to large effects still detected in items with no statistical significance. According to Carpente and Gattino (2018), the sample size of this pilot study is in consonance with some of the earlier music therapy assessment instruments that have tested for inter-rater reliability: The Music Therapy Communication and Social Interaction Scale (MTCSI), n = 8; KAtegoriensystem MUsikTHErapie (KAMUTHE), n = 7. Future studies should also consider, a priori, multicenter referrals, as it would be more efficient to have a considerable sample size if many hospitals and therapeutic centers could also be included in the research.…”

Section: Imcap-nd Responsiveness Measurement Propertiesmentioning

confidence: 87%

“…A solid empathy-based therapeutic relationship is created, which is the basis of reciprocal interactions grounded on the concept of "musical attunement" (affect synchronization through music). Therefore, the development of social communication is encouraged based on the child-therapist relationship and their mutual interactions (Carpente & Gattino, 2018).…”

Section: Introductionmentioning

confidence: 99%

Music Therapy Assessment with the IMCAP-ND: A Pilot Study

Raposo¹,

Abreu²,

Dionizio³

et al. 2023

Voices

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Background: Music therapy (MT) appears to be a valuable complementary intervention for children diagnosed with neurodevelopmental conditions, namely, autism spectrum disorders (ASD), who often present cognitive, academic, communicative, and social difficulties. Music therapy has been increasingly recommended as a standard support service for communication and social interaction in this specific neuropediatric setting. Objective: The aim of this pilot study was to determine the recruitment and protocol feasibility of music therapy for autistic children and explore trends towards the clinical utility of the IMCAP-ND[i] quantitative measure on assessing the focus on sound receptions, joint attention, turn-taking, auditory perception, sensory integration, social interaction, entrainment, and empathy, as a preparation for a future study wherein we will pursue with an MT intervention assessment. Furthermore, here we use the European Portuguese translated version of the IMCAP-NDPT scales to contribute to its validation and adaptation. Methods: Five autistic children received a weekly music therapy session of approximately 45 minutes for six months, totaling a minimum of 20 and maximum of 24 completed sessions per child. The IMCAP-NDPT and the Griffiths Mental Development Scales (GMDS) scales were applied pre- and post-test. Results: We tested the research design and the session’s protocol. All participants completed MT intervention and showed increase in social-emotional capacities, cognitive and perception skills, and overall responsiveness. However, our results indicate a need to review the inclusion criteria concerning participants with a single diagnosis (ASD), previous contacts with musical instruments, and the application of standardized music therapy settings. Conclusions: The design and protocol were perceived as acceptable and feasible, though some improvements were suggested for subsequent original research, and the IMCAP-NDPT version was considered usable. Our initial findings suggest the potential of music therapy for autistic children. Further intervention with efficacy assessment through a larger-scale randomized trial is needed, considering the content based on pilot findings. [i] The Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND) is a criterion-referenced assessment of musical interaction, communication, cognition and perception, and responsiveness in musical-play for individuals with neurodevelopmental disorders at various developmental levels and chronological ages from children to adults. It is comprised by a set of three scales: Musical Emotional Assessment Rating Scale (MEARS), Musical Cognitive/Perception Scale (MCPS) and Musical Responsiveness Scale (MRS) (Carpente, 2013).

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“…A second music-based assessment for children with ASD is the Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND) ( 44 ). This assessment is part of the development framework based on the relationship between MT and ASD.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of music therapy in children with autism spectrum disorder: A systematic review and meta-analysis

Song²,

Yang³

et al. 2022

Front. Psychiatry

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ObjectivesThis study was to investigated the efficacy of music therapy (MT) in children with autism spectrum disorder (ASD) via a meta-analysis that comprehensively evaluated data from all eligible research in this field.DesignSystematic review and meta-analysis.SettingA systematic search of the PubMed, Embase, and Cochrane Library databases from inception to October 2021 to identify studies that administered MT to children with ASD.ResultsEight randomized controlled trials (RCTs) including 608 participants met the inclusion criteria. The meta-analysis showed that MT was associated with a significant increase in social reactions among children with ASD (standardized mean difference (SMD) = 0.24, 95% confidence interval (CI) [0.03, 0.46], I2 = 0%, P = 0.03). However, MT did not elicit a significant increase in symptom severity (SMD = 0.17, 95% CI [−0.04,0.38], I2 = 0%,P = 0.12), social adaptive behavior (SMD = 0.02, 95% CI [−0.44,0.48], I2 = 0%,P = 0.93) or speech (SMD = 0.04, 95% CI [−0.39, 0.47], I2 = 0%, P = 0.86) in children with ASD.ConclusionMT can improve social skills in children with ASD; however, there does not seem to be a consensus on the persistence of its effects. These findings can inform clinical practice. Promoting the use of MT in children with ASD and improving its symptoms are the ultimate goals.

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Inter-rater reliability on the Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND) for autism spectrum disorder

Cited by 8 publications

References 26 publications

Determining Objects of Observation for the Accuracy of the Singing Assessment Instrument

Determining Objects of Observation for the Accuracy of the Singing Assessment Instrument

Music Therapy Assessment with the IMCAP-ND: A Pilot Study

Effectiveness of music therapy in children with autism spectrum disorder: A systematic review and meta-analysis

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