Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

13-01-2023 | Original Paper

Response to Music-Mediated Intervention in Autistic Children with Limited Spoken Language Ability

Auteurs: Angela MacDonald-Prégent, Fauzia Saiyed, Krista Hyde, Megha Sharda, Aparna Nadig

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2024

Abstract

Purpose: Autistic children with limited spoken language ability (LSLA) often do not respond to traditional interventions, reducing their social inclusion. It is essential to identify effective interventions, and sensitive measures to track their intervention response. Methods: Using data from an RCT comparing music-mediated and play-based interventions, we investigated the impact of spoken language ability on outcomes, and measured response to intervention through natural language sample measures. Results: Children with lower verbal IQ, relative to higher verbal IQ, made some greater gains over the course of music-mediated intervention. Natural language samples were helpful in characterizing communication and tracking change. Conclusion: Music-mediated interventions hold promise as effective interventions for autistic children with LSLA. Natural language samples are robust in characterizing this subgroup.

vorige artikel Creating the Global Criminal Justice Survey: A Questionnaire Designed to Gather Perspectives from the Autism Community and Criminal Justice Professionals

volgende artikel Musical Beat Perception Skills of Autistic and Neurotypical Children

Alleen toegankelijk voor geautoriseerde gebruikers

Following recommendations on the use of terminology for autism (Bottema-Beutel et al., 2021, CASDA, 2020), we use identity-first terms such as “autistic person” or neutral terms such as “person on the autism spectrum.” In addition, we use the terms “spoken” or “speaking” rather than “verbal” due to their preferential acceptance by the autistic community.

Please see Supplemental Information – Section One for terms and definitions proposed for different segments of LSLA subgroup in the literature.

Risk ratio (RR) is defined as the probability of a condition (in this case, type of intervention), affecting the outcome (e.g., improvements on the ADOS social affect scale). Here, RR = 1 indicates the intervention conditions have equal effect on the outcome, RR > 1 indicates an increased effect of improvisational music therapy on the outcome, RR < 1 indicates an increased effect of intervention-as-usual on the outcome.

Although this composite score has been termed “Pragmatic-autism” in the prior literature, we consider it to be a measure of broader social communication skills (see subscales included) rather than of language pragmatics alone (see Norbury,2014, pp.209–210 for a discussion of this distinction).

Note that the first 15 min for children in the MI group were collected in between musical activities resulting in a longer total time. Musical activities were not coded as they did not involve any spoken interactions.

Adamson, L. B., Bakeman, R., & Deckner, D. F. (2004). The development of symbol-infused joint engagement. Child development, 75(4), 1171–1187. https://doi.org/10.1111/j.1467-8624.2004.00732.x.CrossRefPubMed

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American psychiatric pub.

Anderson, D. K., Lord, C., Risi, S., DiLavore, P. S., Shulman, C., Thurm, A., Welsh, K., & Pickles, A. (2007). Patterns of growth in verbal ability among children with autism spectrum disorder. Journal of consulting and clinical psychology, 75(4), 594–604. https://doi.org/10.1037/0022-006X.75.4.594.CrossRefPubMed

Bal, V. H., Katz, T., Bishop, S. L., & Krasileva, K. (2016). Understanding definitions of minimally verbal across instruments: evidence for subgroups within minimally verbal children and adolescents with autism spectrum disorder. Journal of child psychology and psychiatry, 57(12), 1424–1433. https://doi.org/10.1111/jcpp.12609.CrossRefPubMed

Barokova, M., & Tager-Flusberg, H. (2018). Commentary: measuring language change through natural language samples. Journal of autism and developmental disorders, 50(7), 2287–2306. https://doi.org/10.1007/s10803-018-3628-4.CrossRef

Barokova, M. D., Hassan, S., Lee, C., Xu, M., & Tager-Flusberg, H. (2020). A comparison of natural language samples collected from minimally and low-verbal children and adolescents with autism by parents and examiners. Journal of speech language and hearing research, 63(12), 4018–4028. https://doi.org/10.1044/2020_JSLHR-20-00343.CrossRef

Barokova, M. D., Valle, L., Hassan, C., Lee, S., Xu, C., McKechnie, M., Johnston, R., Krol, E., Leano, M. A., J., and, & Tager-Flusberg, H. (2021). Eliciting Language samples for analysis (ELSA): a New Protocol for assessing expressive Language and Communication in Autism. Autism research, 14(1), 112–126. https://doi.org/10.1002/aur.2380.CrossRefPubMed

Bharathi, G., Venugopal, A., & Vellingiri, B. (2019). Music therapy as a therapeutic tool in improving the social skills of autistic children. The Egyptian journal of neurology psychiatry and neurosurgery, 55(1), 1–6. https://doi.org/10.1186/s41983-019-0091-x.CrossRef

Bishop, D. V. (2003). The Children’s Communication Checklist: CCC-2. Harcourt assessment.

Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding ableist language: suggestions for autism researchers. Autism in adulthood, 3(1), 18–29. https://doi.org/10.1089/aut.2020.0014.CrossRefPubMedPubMedCentral

Bradt, J. (2012). Randomized controlled trials in music therapy: guidelines for design and implementation. Journal of music therapy, 49, 120–149. https://doi.org/10.1093/jmt/49.2.120.CrossRefPubMed

Brancatisano, O., Baird, A., & Thompson, W. F. (2020). Why is music therapeutic for neurological disorders? The therapeutic music capacities Model. Neuroscience and biobehavioral reviews, 112, 600–615. https://doi.org/10.1016/j.neubiorev.2020.02.008.CrossRefPubMed

Brignell, A., Chenausky, K. V., Song, H., Zhu, J., Suo, C., & Morgan, A. T. (2018). Communication interventions for autism spectrum disorder in minimally verbal children. Cochrane database of systematic reviews, (11), https://doi.org/10.1002/14651858.CD012324.pub2.

Canadian Autism Spectrum Disorder Alliance. (June 2020). CASDA-ACTSA Language Guide [PDF file]. Retrieved from https://www.casda.ca/wp- content/uploads/2020/12/CASDA-Language-Guide.pdf

Chenausky, K., Norton, A., Tager-Flusberg, H., & Schlaug, G. (2016). Auditory-motor mapping training: comparing the Effects of a Novel Speech Treatment to a Control Treatment for minimally verbal children with autism. Plos one, 11(11), e0164930. https://doi.org/10.1371/journal.pone.0164930.CrossRefPubMedPubMedCentral

Chiang, H. M. (2009). Differences between spontaneous and elicited expressive communication in children with autism. Research in autism spectrum disorders, 3(1), 214–222. https://doi.org/10.1016/j.rasd.2008.06.002.CrossRef

Crawford, M. J., Gold, C., Odell-Miller, H., Thana, L., Faber, S., Assmus, J., Bieleninik, L., Geretsegger, M., Grant, C., Maratos, A., Sandford, S., Claringbold, A., McConachie, H., Maskey, M., Mössler, K. A., Ramchandani, P., & Hassiotis, A. (2017). International multicentre randomised controlled trial of improvisational music therapy for children with autism spectrum disorder: TIME-A study. Health technology assessment, 21(59), 1–40. https://doi.org/10.3310/hta21590.CrossRefPubMed

Dunn, L. M., & Dunn, D. M. (2007). PPVT-4: Peabody picture vocabulary test- fourth edition. Pearson assessments.

Fossum, K. L., Williams, L., Garon, N., Bryson, S. E., & Smith, I. M. (2018). Pivotal response treatment for preschoolers with autism spectrum disorder: defining a predictor profile. Autism research, 11(1), 153–165. https://doi.org/10.1002/aur.1859.CrossRefPubMed

Friedman, L., Sterling, A., DaWalt, L. S., & Mailick, M. R. (2019). Conversational language is a predictor of vocational independence and friendships in adults with ASD. Journal of autism and developmental disorders, 49(10), 4294–4305. https://doi.org/10.1007/s10803-019-04147-1.CrossRefPubMedPubMedCentral

Geretsegger, M., Elefant, C., Mössler, K. A., & Gold, C. (2014). Music therapy for people with autism spectrum disorder. Cochrane database of systematic reviews, 6, https://doi.org/10.1002/14651858.CD004381.pub3.

Girolametto, L., Verbey, M., & Tannock, R. (1994). Improving joint engagement in parent-child interaction: an intervention study. Journal of early intervention, 18(2), 155–167. https://doi.org/10.1177/105381519401800204.CrossRef

Gordon, K., Pasco, G., McElduff, F., Wade, A., Howlin, P., & Charman, T. (2011). A communication-based intervention for nonverbal children with autism: what changes? Who benefits? Journal of consulting and clinical psychology, 79(4), 447–457. https://doi.org/10.1037/a0024379.CrossRefPubMed

Guerrero, N., Turry, A., Geller, D., & Raghavan, P. (2014). From historic to contemporary: Nordoff-Robbins music therapy in collaborative interdisciplinary rehabilitation. Music therapy perspectives, 32, 38–46. https://doi.org/10.1093/mtp/miu014.CrossRef

Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism. Journal of child psychology and psychiatry, 45(2), 212–229. https://doi.org/10.1111/j.1469-7610.2004.00215.x.CrossRefPubMed

Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: third generation review. Journal of autism and developmental disorders, 51(11), 4013–4032. https://doi.org/10.1007/s10803-020-04844-2.CrossRefPubMedPubMedCentral

Itzchak, E. B., & Zachor, D. A. (2011). Who benefits from early intervention in autism spectrum disorders? Research in autism spectrum disorders, 5(1), 345–350. https://doi.org/10.1016/j.rasd.2010.04.018.CrossRef

Janzen, T. B., & Thaut, M. H. (2018). Rethinking the role of music in the neurodevelopment of autism spectrum disorder. Music and science, 1, 1–18. https://doi.org/10.1177/2059204318769639.CrossRef

Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of autism and developmental disorders, 40(9), 1045–1056. https://doi.org/10.1007/s10803-010-0955-5.CrossRefPubMedPubMedCentral

Kasari, C., Brady, N., Lord, C., & Tager-Flusberg, H. (2013). Assessing the minimally verbal school-aged child with autism spectrum disorder. Autism research, 6(6), 479–493. https://doi.org/10.1002/aur.1334.CrossRefPubMedPubMedCentral

Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., Murphy, S., & Almirall, D. (2014). Communication interventions for minimally verbal children with autism: a sequential multiple assignment randomized trial. Journal of the American academy of child and adolescent psychiatry, 53(6), 635–646. https://doi.org/10.1016/j.jaac.2014.01.019.CrossRefPubMedPubMedCentral

Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: implications for genetic subgroups. Language and cognitive processes, 16(2–3), 287–308. https://doi.org/10.1080/01690960042000058.CrossRefPubMedPubMedCentral

Koegel, L. K., Bryan, K., Su, P. L., Vaidya, M., & Camarata, S. (2019). Intervention for non-verbal and minimally-verbal individuals with autism: a systematic review. International journal of pediatric research, 5(2), https://doi.org/10.23937/2469-5769/1510056.

Koegel, L. K., Bryan, K. M., Su, P. L., Vaidya, M., & Camarata, S. (2020). Definitions of Nonverbal and minimally verbal in Research for Autism: a systematic review of the literature. Journal of autism and developmental disorders, 50(8), 2957–2972. https://doi.org/10.1007/s10803-020-04402-w.CrossRefPubMedPubMedCentral

Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of chiropractic medicine, 15(2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012.CrossRefPubMedPubMedCentral

Kover, S. T., & Atwood, A. K. (2013). Establishing equivalence: methodological progress in group-matching design and analysis. American journal on intellectual and developmental disabilities, 118(1), 3–15. https://doi.org/10.1352/1944-7558-118.1.3.CrossRefPubMedPubMedCentral

Latif, N., Di Francesco, C., Custo-Blanch, M., Hyde, K., Sharda, M., & Nadig, A. (2021). Joint engagement and movement: active ingredients of a music-based intervention with school-age children with autism. Neurorehabilitation, 48(2), 167–185. https://doi.org/10.3233/NRE-208012.CrossRefPubMed

Leonard, M. A., Milich, R., & Lorch, E. P. (2011). The role of pragmatic language use in mediating the relation between hyperactivity and inattention and social skills problems. Journal of speech, language, and hearing research. https://doi.org/10.1044/1092-4388(2010/10-0058)

Lombardo, M. V., Pierce, K., Eyler, L. T., Barnes, C., Ahrens-Barbeau, C., Solso, C., Campbell, S., K., and, & Courchesne, E. (2015). Different functional neural substrates for good and poor language outcome in autism. Neuron, 86(2), 567–577. https://doi.org/10.1016/j.neuron.2015.03.023.CrossRefPubMedPubMedCentral

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2001). Autism diagnostic observation schedule (ADOS). Los Angeles, CA: Western psychological services.

Lord, C., Risi, S., & Pickles, A. (2004). Trajectory of language development in autistic spectrum disorders. In M. L. Rice, & S. F. Warren (Eds.), Developmental language disorders: from phenotypes to etiologies (pp. 7–29). Lawrence Erlbaum Associates Publishers.

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule—second edition (ADOS-2). Los Angeles: Western Psychological Services.

Miller, J., Andriacchi, K., & Nockerts, A. (2016). Assessing language production using SALT software: a clinician’s guide to language sample analysis (PDF Edition). SALT Software.

Mössler, K., Gold, C., Aßmus, J., Schumacher, K., Calvet, C., Reimer, S., Iversen, G., & Schmid, W. (2019). The therapeutic relationship as predictor of change in music therapy with young children with Autism Spectrum Disorder. Journal of autism and developmental disorders, 49(7), 2795–2809. https://doi.org/10.1007/s10803-017-3306-y.CrossRefPubMed

National Autism Center. (2015). Findings and conclusions: national standards project, phase 2. MA: Randolph.

Norbury, C. F. (2014). Practitioner review: Social (pragmatic) communication disorder conceptualization, evidence and clinical implications. Journal of child psychology and psychiatry, 55(3), 204–216. https://doi.org/10.1111/jcpp.12154.CrossRefPubMed

Nordoff, P., & Robbins, C. (2007). Creative music therapy: a guide to fostering clinical musicianship. Gilsum, NH: Barcelona publishers.

Paul, R., Campbell, D., Gilbert, K., & Tsiouri, I. (2013). Comparing spoken language treatments for minimally verbal preschoolers with autism spectrum disorders. Journal of autism and developmental disorders, 43(2), 418–431. https://doi.org/10.1007/s10803-012-1583-z.CrossRefPubMed

Pecukonis, M., Skwerer, D. P., Eggleston, B., Meyer, S., & Tager-Flusberg, H. (2019). Concurrent social communication predictors of expressive language in minimally verbal children and adolescents with autism spectrum disorder. Journal of autism and developmental disorders, 49(9), 3767–3785. https://doi.org/10.1007/s10803-019-04089-8.CrossRefPubMedPubMedCentral

Pickles, A., Anderson, D. K., & Lord, C. (2014). Heterogeneity and plasticity in the development of language: a 17-year follow-up of children referred early for possible autism. Journal of child psychology and psychiatry, 55(12), 1354–1362. https://doi.org/10.1111/jcpp.12269.CrossRefPubMed

R Core Team (2013). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL http://www.R-project.org/.

Rose, V., Trembath, D., Keen, D., & Paynter, J. (2016). The proportion of minimally verbal children with autism spectrum disorder in a community-based early intervention programme. Journal of intellectual disability research, 60(5), 464–477. https://doi.org/10.1111/jir.12284.CrossRefPubMed

Sandiford, G. A., Mainess, K. J., & Daher, N. S. (2013). A pilot study on the efficacy of melodic based communication therapy for eliciting speech in nonverbal children with autism. Journal of autism and developmental disorders, 43(6), 1298–1307. https://doi.org/10.1007/s10803-012-1672-z.CrossRefPubMed

Semel, E., Wiig, E., Secord, W., & Sample, N. (2004). Clinical evaluation of language fundamentals- fourth edition (CELF-4). San Antonio, Texas: Psychological corporation.

Sharda, M., Midha, R., Malik, S., Mukerji, S., & Singh, N. C. (2015). Fronto-temporal connectivity is preserved during sung but not spoken word listening, across the autism spectrum. Autism research, 8(2), 174–186. https://doi.org/10.1002/aur.1437.CrossRefPubMed

Sharda, M., Tuerk, C., Chowdhury, R., Jamey, K., Foster, N., Custo-Blanch, M., Tan, M., Nadig, A., & Hyde, K. (2018). Music improves social communication and auditory-motor connectivity in children with autism. Translational psychiatry, 8(1), 231. https://doi.org/10.1038/s41398-018-0287-3.CrossRefPubMedPubMedCentral

Sharda, M., Silani, G., Specht, K., Tillmann, J., Nater, U., & Gold, C. (2019). Music therapy for children with autism: investigating social behaviour through music. The Lancet child and adolescent health, 3(11), 759–761. https://doi.org/10.1016/S2352-4642(19)30265-2.CrossRefPubMed

Sihvonen, A. J., Särkämö, T., Leo, V., Tervaniemi, M., Altenmüller, E., & Soinila, S. (2017). Music-based interventions in neurological rehabilitation. The Lancet neurology, 16(8), 648–660. https://doi.org/10.1016/s1474-4422(17)30168-0.CrossRefPubMed

Srinivasan, S. M., & Bhat, A. N. (2013). A review of “music and movement” therapies for children with autism: embodied interventions for multisystem development. Frontiers in integrative neuroscience, 7, 22. https://doi.org/10.3389/fnint.2013.00022.CrossRefPubMedPubMedCentral

Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., et al. (2009). Defining Spoken Language Benchmarks and Selecting Measures of Expressive Language Development for Young Children With Autism Spectrum Disorders. Journal of speech, language, and hearing research, 52(3), 643–652. https://doi.org/10.1044/1092-4388(2009/08-0136)

Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: the neglected end of the spectrum. Autism research, 6(6), 468–478. https://doi.org/10.1002/aur.1329.CrossRefPubMed

Thompson, G. A., McFerran, K. S., & Gold, C. (2014). Family-centred music therapy to promote social engagement in young children with severe autism spectrum disorder: a randomized controlled study. Child: care health and development, 40(6), 840–852. https://doi.org/10.1111/cch.12121.CrossRefPubMed

Thompson, G. A., & Elefant, C. (2019). “But I want to talk to you!” Perspectives on music therapy practice with highly verbal children on the autism spectrum. Nordic journal of music therapy, 28(4), 347–359. https://doi.org/10.1080/08098131.2019.1605616.CrossRef

Timler, G. R. (2014). Use of the Children’s Communication Checklist—2 for Classification of Language Impairment Risk in Young School-Age Children With Attention-Deficit/Hyperactivity Disorder. American journal of speech-language pathology. https://doi.org/10.1044/1058-0360(2013/12-0164)

Trembath, D., & Vivanti, G. (2014). Problematic but predictive: individual differences in children with autism spectrum disorders. International journal of speech-language pathology, 16(1), 57–60. https://doi.org/10.3109/17549507.2013.859300.CrossRefPubMed

Trembath, D., Paynter, J., Sutherland, R., & Tager-Flusberg, H. (2019). Assessing communication in children with Autism Spectrum Disorder who are minimally verbal. Current developmental disorders reports, 6(3), 103–110. https://doi.org/10.1007/s40474-019-00171-z.CrossRef

Venter, A., Lord, C., & Schopler, E. (1992). A follow-up study of high-functioning autistic children. Journal of child psychology and psychiatry, 33(3), 489–597. https://doi.org/10.1111/j.1469-7610.1992.tb00887.x.CrossRefPubMed

Vivanti, G., Prior, M., Williams, K., & Dissanayake, C. (2014). Predictors of outcomes in autism early intervention: why don’t we know more?. Frontiers in pediatrics, 2, 58. https://doi.org/10.3389/fped.2014.00058

Wan, C. Y., Bazen, L., Baars, R., Libenson, A., Zipse, L., Zuk, J., Norton, A., & Schlaug, G. (2011). Auditory-motor mapping training as an intervention to facilitate speech output in non-verbal children with autism: a proof of concept study. Plos one, 6(9), e25505. https://doi.org/10.1371/journal.pone.0025505.CrossRefPubMedPubMedCentral

Wan, C. Y., & Schlaug, G. (2010). Neural pathways for language in autism: the potential for music-based treatments. Future neurology, 5(6), 797–805. https://doi.org/10.2217/fnl.10.55.CrossRefPubMedPubMedCentral

Wechsler, D. (1999). Wechsler abbreviated scale of intelligence. New York, NY: The psychological corporation, harcourt brace and company.

Wechsler, D. (2003). Wechsler intelligence scale for children - fourth edition. Bloomington, MN: Pearson.

Wechsler, D. (2014). Weschler intelligence scale for children - fifth edition. Bloomington, MN: Pearson.

Wong, C., Odom, S., Hume, K., Cox, A., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based Practices for Children, Youth, and young adults with Autism Spectrum disorder: a Comprehensive Review. Journal of autism and developmental disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z.CrossRefPubMed

Yoder, P., & Stone, W. L. (2006). A randomized comparison of the effect of two prelinguistic communication interventions on the acquisition of spoken communication in preschoolers with ASD. Journal of speech, language, and hearing research. 49(4), 698–711. https://doi.org/10.1044/1092-4388(2006/051)

Yoder, P., Watson, L. R., & Lambert, W. (2015). Value-added predictors of expressive and receptive language growth in initially nonverbal preschoolers with autism spectrum disorders. Journal of autism and developmental disorders, 45(5), 1254–1270. https://doi.org/10.1007/s10803-014-2286-4.CrossRefPubMedPubMedCentral

Titel: Response to Music-Mediated Intervention in Autistic Children with Limited Spoken Language Ability
Auteurs: Angela MacDonald-Prégent
Fauzia Saiyed
Krista Hyde
Megha Sharda
Aparna Nadig
Publicatiedatum: 13-01-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 4/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-022-05872-w

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 4/2024

Musical Beat Perception Skills of Autistic and Neurotypical Children

Mind the NIH-Funding Gap: Structural Discrimination in Physical Health–Related Research for Cognitively Able Autistic Adults

Retraction Note: Audio-Visual Automatic Speech Recognition Towards Education for Disabilities

The Effects of Augmented Reality on Social Skills in Children with an Autism Diagnosis: A Preliminary Systematic Review

Virtual Training of Medical Students to Promote the Comfort and Cooperation of Patients with Neurodevelopmental Disabilities

Concordance Between Accelerometer-Measured and Self-Reported Physical Activity and Sedentary Time in Adults with Autism