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Journal of Autism and Developmental Disorders

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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.

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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.

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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

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