The Effect of a Music Therapy Social Skills Training Program on Improving Social Competence in Children and Adolescents with Social Skills Deficits

Abstract

Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and self-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during, and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.

The Effect of Music Therapy Along With Play Therapy on Social Behaviors and Stereotyped Behaviors of Children With Autism

“…This finding is consistent with research conducted by Keen (2011), James et al (2015), Geretsegger et al (2014), Gooding (2011), Mateos Moreno and Atencia Dona (2013), and Schwartzberg and Silverman (2013). They showed that activities related to MT facilitate social communication and dynamic, common, and active interaction in children with autism.…”

Cognitive-Behavioral Approach for Children with Autism Spectrum Disorders: a Meta-Analysis

“…All disagreements were resolved through discussion between all authors. Papers were excluded because the participants were not children (Cardaciotto and Herbert 2004;Hare 1997;Kruzynski 1998;Perry 2008;Weiss and Lunsky 2010;Zelazo 1997), they were not intervention studies reporting on outcomes (Attwood 2004;Barsky 2001;Gratton 2010), the author did not explicitly describe the intervention as cognitive-behavioral (Lerner 2013;Snell 2012), the participants did not have a reported diagnosis of ASD (Fitzgerald and Werner 1996;Grosso 2012), or because they included participants with or without ASD and outcomes for participants with ASD were not reported separately (Epp 2008;Gooding 2010;Kellner and Tutin 1995;Lim et al 2007). The other excluded reports were either not written in English, did not report on intervention outcomes, or did not use a CBA.…”

Concepts of context in music therapy

“…Similar awareness is seen in music therapy: First, the growing interest within the discipline in how music is used in other contexts than music therapy (e.g., Aigen, 2012; Solli, 2008) might be understood as an articulation of this level of context awareness. Second, the musical-cultural context can be related to the goals and aims for music therapy, such as the development of musical skills (Rolvsjord, 2001), improvement of communication and social skills (Gooding, 2011; Grocke, 2009; Hannibal, 2003), or the promotion of enablement and cultural capital (Procter, 2001, 2004, 2011). Third, concerns for music therapy have been articulated in terms of access to music (Aigen, 2005a; Rolvsjord, 2010; Ruud, 1996; Stige & Aarø, 2012).…”