NIH/Kennedy Center Workshop on Music and the Brain: Finding Harmony

Cheever, Thomas R.; Taylor, Anna; Finkelstein, Robert; Edwards, Emmeline; Thomas, Laura E.; Bradt, Joke; Holochwost, Steven J.; Johnson, Julene K.; Limb, Charles J.; Patel, Aniruddh D.; Tottenham, Nim; Iyengar, Sunil; Rutter, Deborah; Fleming, Renee; Collins, Francis S.

doi:10.1016/j.neuron.2018.02.004

Cited by 55 publications

(38 citation statements)

References 10 publications

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“…More recently, neuroimaging studies have shown that participating in musical activities engages a multimodal network of brain regions involved in hearing, movement, emotion, pleasure and memory (47)(48)(49), thus allowing transfer of music-related therapeutic effects to non-musical domains (50-54) through structural and functional brain changes (55)(56)(57)(58). However, a direct link between effects of music interventions and changes in the brain is yet to be demonstrated in autism (59,60), and was our aim here.…”

Section: Introductionmentioning

confidence: 98%

Music improves social communication and brain connectivity outcomes in children with autism: A randomized controlled trial

Sharda¹,

Tuerk²,

Chowdhury³

et al. 2018

Preprint

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Music has been identified as a strength in people with Autism Spectrum Disorder, however, there is currently no neuroscientific evidence supporting its benefits. Given its universal appeal, intrinsic reward value and ability to modify brain and behaviour, music may be a potential therapeutic aid in autism. Here, we evaluated the neurobehavioral outcomes of a music intervention, compared to a non-music control intervention, on social communication and brain connectivity in school-age children (ISRCTN26821793). Fifty-one 6-12 year olds with autism were randomized to receive 8-12 weeks of music (n=26) or non-music intervention (n=25). The music intervention involved use of improvisational approaches through song and rhythm to target social communication. The non-music control was a structurally-matched behavioural intervention implemented in a non-musical context. Groups were assessed before and after intervention on social communication and resting-state functional connectivity of fronto-temporal brain networks. Communication scores were higher in the music group post-intervention (difference score=4.84, P=.01). Associated post-intervention resting-state brain functional connectivity was greater in music versus non-music groups between auditory and subcortical regions (z=3.94, P<.0001) and auditory and fronto-motor regions (z=3.16, P<.0001). Post-intervention brain connectivity was lower between auditory and visual regions in music compared to non-music groups, known to be over-connected in autism (z=4.01, P<.00001). Post-intervention brain connectivity in the music group was related to communication improvement (z=3.57, P<.0001). This study provides the first evidence that 8-12 weeks of individual music intervention can indeed improve social communication and functional brain connectivity, lending support to further investigations of neurobiologically-motivated models of music interventions in autism.

show abstract

Section: Introductionmentioning

confidence: 98%

Music improves social communication and brain connectivity outcomes in children with autism: A randomized controlled trial

Sharda¹,

Tuerk²,

Chowdhury³

et al. 2018

Preprint

View full text Add to dashboard Cite

show abstract

“…More recently, neuroimaging studies have shown that participating in musical activities engages a multimodal network of brain regions involved in hearing, movement, emotion, pleasure and memory 27 – 31 , thus allowing transfer of music-related therapeutic effects to non-musical domains 32 through structural and functional brain changes 33 , 34 . However, a direct link between effects of music interventions and changes in the brain is yet to be demonstrated in autism 35 , 36 and was our aim here.…”

Section: Introductionmentioning

confidence: 99%

Music improves social communication and auditory–motor connectivity in children with autism

et al. 2018

View full text Add to dashboard Cite

Music has been identified as a strength in people with Autism Spectrum Disorder; however, there is currently no neuroscientific evidence supporting its benefits. Given its universal appeal, intrinsic reward value and ability to modify brain and behaviour, music may be a potential therapeutic aid in autism. Here we evaluated the neurobehavioural outcomes of a music intervention, compared to a non-music control intervention, on social communication and brain connectivity in school-age children (ISRCTN26821793). Fifty-one children aged 6–12 years with autism were randomized to receive 8–12 weeks of music (n = 26) or non-music intervention (n = 25). The music intervention involved use of improvisational approaches through song and rhythm to target social communication. The non-music control was a structurally matched behavioural intervention implemented in a non-musical context. Groups were assessed before and after intervention on social communication and resting-state functional connectivity of fronto-temporal brain networks. Communication scores were higher in the music group post-intervention (difference score = 4.84, P = .01). Associated post-intervention resting-state brain functional connectivity was greater in music vs. non-music groups between auditory and subcortical regions (z = 3.94, P < .0001) and auditory and fronto-motor regions (z = 3.16, P < .0001). Post-intervention brain connectivity was lower between auditory and visual regions in the music compared to the non-music groups, known to be over-connected in autism (z = 4.01, P < .00001). Post-intervention brain connectivity in the music group was related to communication improvement (z = 3.57, P < .0001). This study provides the first evidence that 8–12 weeks of individual music intervention can indeed improve social communication and functional brain connectivity, lending support to further investigations of neurobiologically motivated models of music interventions in autism.

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“…The growing interest in music interventions for children with ASD has been in part inspired by research hinting that music might be a potential vehicle for emotional understanding [24,25] and emotion regulation [26,27] in ASD. There is growing evidence that music interventions can improve ASD symptoms and comorbidities in children with ASD [28] as well as social interactions, communication, and emotional engagement [29,30,31]. Given these findings, it is unsurprising that the interest in music as a therapy for ASD has gained traction in recent years, and that children with ASD have been identified as a potential clinical group that might benefit from music-based interventions [31].…”

Section: Introductionmentioning

confidence: 99%

Beyond Broadway: Analysis of Qualitative Characteristics of and Individual Responses to Creatively Able, a Music and Movement Intervention for Children with Autism

Lakes

Neville

Vazou

et al. 2019

IJERPH

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Movement in response to music represents one of the natural social environments in which physical activity occurs. The study of music and movement, including dance, requires a careful, holistic consideration of many features, which may include music, physical activity, motor learning, social engagement, emotion, and creativity. The overarching goal of this manuscript is to examine qualitative characteristics of and individual responses to a music and movement intervention (Creatively Able) for children with Autism Spectrum Disorder (ASD). We provide a description of Creatively Able, illustrating how the program design and physical and social environment were informed by children’s needs and preferences in order to provide an enriched environment in which to promote multiple systems in children with ASD. Using data from two pilot studies with 20 children with ASD, we illustrate how researchers can use observational research methods to measure important aspects of the social environment (e.g., children’s engagement during intervention sessions) as well as engagement of potential underlying behavioral mechanisms (e.g., self-regulation) that might reduce clinical symptoms. We further illustrate how individual responses to intervention (e.g., improvements in behaviors or symptoms) can be studied in physically active interventions. Our pilot study results showed group-level reductions in Stereotyped and Compulsive behaviors of 8% and 4%, respectively; posthoc analysis revealed that there were substantial individual differences in children’s responses to the intervention. This research illustrates robust methods that can be applied to intervention research to improve our understanding of important features of interventions that might help promote development in various domains, including executive functions and self-regulation.

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NIH/Kennedy Center Workshop on Music and the Brain: Finding Harmony

Cited by 55 publications

References 10 publications

Music improves social communication and brain connectivity outcomes in children with autism: A randomized controlled trial

Music improves social communication and brain connectivity outcomes in children with autism: A randomized controlled trial

Music improves social communication and auditory–motor connectivity in children with autism

Beyond Broadway: Analysis of Qualitative Characteristics of and Individual Responses to Creatively Able, a Music and Movement Intervention for Children with Autism

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