Rock drumming enhances motor and psychosocial skills of children with emotional and behavioral difficulties
| Autor: | Marcus S. Smith, Beverley J. Hale, Ruth G. Lowry, Stephen B. Draper |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
030506 rehabilitation
Music therapy BF Movement assessment 03 medical and health sciences RA0421 Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences Motor skill NX165 Psychomotor learning Modalities 05 social sciences medicine.disease Original Research Paper Psychiatry and Mental health MT Autism Rock music LB1050 0305 other medical science Psychology Psychosocial 050104 developmental & child psychology Clinical psychology |
| Zdroj: | Int J Dev Disabil |
| ISSN: | 2047-3877 2047-3869 |
| DOI: | 10.1080/20473869.2018.1429041 |
| Popis: | Objectives: Drumming may have therapeutic and learning benefits but there exists little causal evidence regarding the benefits for children with emotional and behavioral difficulties (EBD) such as Autistic Spectrum Disorder. Methods: Six EBD pupils (EBD Drum) and six peers (Peer Drum) were given 2, 30-min rock drumming lessons per week, over 5 weeks. Six matched individuals received no drumming instruction (3 = EBD Control; 3 = Peer Control). An exploratory, mixed-methods analysis was used to explore quantitative changes in skills and qualitative perspectives of the teaching staff. All pupils were tested two times (pretest and posttest) on drumming ability and Motor skills (Movement Assessment Battery for Children, version 2). Teacher’s rating of social behavior (Strength and Difficulties Questionnaire; SDQ) was tested two times (pretest and retention). Results: Significant differences in total SDQ difficulties between the four groups (χ2(3) = 8.210, p = 0.042) and the hyperactivity subscale (χ2(3) = 10.641, p = 0.014) were observed. The EBD Drum group had greater reductions in total difficulties compared to the Peer Drum (p = 0.009) group and specifically greater reductions in hyperactivity compared to Peer Drum (p = 0.046) and the EBD Control (p = 0.006) group. In follow-up interviews, staff spoke positively about changes in pupil’s attitudes toward learning and social confidence. Conclusions: The positive changes to social and behavioral skills reported in this pilot study are similar to those recorded for other music modalities. |
| Databáze: | OpenAIRE |
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