Ella received her Bachelors of Arts in Spanish degree from Baldwin Wallace University as of August 2018. Upon completion of her internship with Central Ohio Music Therapy, she will receive a Bachelors of Arts in Music Therapy from the same institution. She has had therapeutic experience with a variety of populations in the Cleveland area throughout her 4 years at Baldwin Wallace. She is excited to continue on her journey of becoming a board-certified music therapist by completing her internship at Central Ohio Music Therapy.
Currently there has been some thought and talk around connectivity between motor skills and social skills in children diagnosed with Autism Spectrum Disorder (ASD). Therefore, the researchers Ga Eul Yoo, and Soo Ji Kim decided to set up a study to explore the potential benefits of using rhythmic behaviors to increase social skills in children diagnosed with ASD. Yoo and Kim set up a two part study. The purpose of the study was to see the impact between dyadic drum playing and social skills as well as to create a rhythm mediated music therapy intervention to be utilized to improve social skills in children with ASD.
Social story songs are often used with children to help develop skills which allow them to function with the greatest degree of independence. In this study, researchers taught three teachers with three different inclusive preschool classrooms the same social song story and instructed them on how to use it in their classroom in order to determine the effectiveness of social story songs in a group setting. Each classroom had two classes (six classes total participated in this study) consisting of 11 – 15 children. Children were between 3- and 5-years old and 6-8 children in each class had an identified disability.
For many young children, a visit to the pediatrician’s office usually elicits one question: “Will I get a shot?” Vaccinations,, though necessary, are often an ordeal, for the child, the parent and the nurse administering the vaccination. Many children experience severe distress, which can be unintentionally encouraged by parents who display distress-promoting behaviors. Distressed children can exhibit behaviors, such as resistance, that make administering vaccines difficult for nurses.
Laura has been a board-certified music therapist since 2009 after she graduated from Baldwin-Wallace College Conservatory of Music with a degree in Music Therapy and a minor in Psychology. She completed her internship at the Utah State Developmental Center. Laura worked as a music therapist under Medicaid in a few cities in Indiana for 7 years before moving to Ohio and joining COMT at the end of 2016. Laura has worked with a variety of populations and ages ranging from 6 months to 95 years old. Laura is quite busy in her spare time with a son, 2 cats, and a chinchilla.
Autism spectrum disorder varies in severity and in manifestation of symptoms for each diagnosed individual. For persons with more severe autism diagnoses, symptoms constitute a significant disruption to quality of life. A variety of therapies are used to treat symptoms of ASD, including creative arts therapies such as dance therapy and music therapy. A 2013 study performed in Spain examined the effectiveness of these two therapies in combination for adults diagnosed with severe ASD. The average age of participants was 25 years. Researchers examined the results from the Revised Clinical Scale for the Evaluation of Autistic Behavior (ECA-R) for an experimental group and a control group.
As far as I know, no child comes with a “Here’s How to Raise Your Child” manual. For parents who have a child on the autism spectrum, the challenges and questions can possibly be greater than a typically developing child. What if your family was provided music therapy to help you as a parent learn music strategies and provide support to improve the over quality of life for everyone? But what happens after the sessions are over? Can families continue to use the strategies and knowledge gained over the long term?
Typically, children living in low socio-economic status with low resources are at a higher risk for lower performance in academics and socio-emotional development. Within this study Dr. Varvara Pasiali and Dr. Cherie Clark wanted to examine the potential outcomes of incorporating a music therapy social skills development program into a community with lower resources in their after school programing. The researchers wanted to see if this program had any effects on the academic performance socio-emotional development of the school-aged children within this program.
A diagnosis of Alzheimer’s Disease can be devastating for both the person affected and their family. While there is much research focused upon curing the disease, research is also being conducted into how to treat the emotional tolls of Alzheimer’s Disease. In the article, “Does Music Therapy Improve Anxiety and Depression in Alzheimer’s Patients?”, Orti, et al look into music therapy as a treatment for some of the emotional symptoms of Alzheimer’s Disease.
A 2015 study conducted in South Korea found that music therapy can be an effective treatment protocol for young children who have been victims of familial physical or emotional abuse and neglect. The researcher randomly selected four children who were identified as victims of abuse and neglect to participate in the study. All four children exhibited low academic achievement, had difficulties maintaining good peer relationships at school, spoke almost inaudibly, and were passive and withdrawn during intake interviews.