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J Music Ther. 2003 Winter;40(4):283-301.
Music therapy to promote prosocial behaviors in aggressive
adolescent boys--apilot study.
Rickson DJ, Watkins WG.
Halswell Residential College, Christ Church, New Zealand.
[email protected]
Pilot studi ini dilakukan untuk mengetahui apakah terapi musik
efektif dalam mempromosikan perilaku
prososial pada remaja laki-laki agresif yang memiliki sosial,
emosional, dan kesulitan belajar. Lima belas
subjek (usia 11-15 tahun), terdaftar di sebuah sekolah asrama
khusus di Selandia Baru, secara acak
ditugaskan untuk kelompok perlakuan musik terapi (n n = 6, = 5),
dan kelompok kontrol daftar tunggu (n
= 4). Pemeriksaan data kependudukan mengidentifikasi perbedaan
antara kelompok untuk diagnosis (p
=. 044), dengan Group 1 semua memiliki Attention Deficit
Hyperactivity Disorder (ADHD), dan untuk
umur (p =. 027), dengan Group 2 memiliki usia rata-rata 1,38
tahun lebih tua . Tindakan termasuk versi
orang tua dan guru dari Developmental Perilaku Daftar Periksa
(DBC-P &-DBC T) (Einfeld & Tonge, 1994;
Einfeld, Tonge, & Parmenter, 1998). Meskipun tidak ada efek
pengobatan yang pasti bisa dideteksi, hasil
menunjukkan bahwa terapi musik program mempromosikan otonomi dan
kreativitas dapat membantu
remaja untuk berinteraksi lebih tepat dengan orang lain dalam
pengaturan villa perumahan, tetapi juga
dapat mengakibatkan peningkatan ringan sementara dalam perilaku
merusak di dalam kelas . Sebuah
program yang lebih sangat terstruktur dan nomor kelompok yang
lebih kecil mungkin akan bermanfaat
bagi anak laki-laki yang telah ADHD.
J Music Ther. 2003 Winter;40(4):302-23.
A survey of music therapy methods and their role in the
treatment of early elementary school children
with ADHD.
Jackson NA.
Temple University, USA.
Abstract
Attention-Deficit Hyperactivity Disorder (ADHD) has recently
been receiving more frequent attention in
professional circles and in the press, and some sources would
assert that its occurrence in the general
population is consistently growing. Because music therapists
often work with preschool and school-age
children, it is likely that they will increasingly be treating
children with a diagnosis of ADHD. However,
there is little in the music therapy literature about music
therapy treatment for ADHD. The purpose of
this survey was to ascertain what music therapy methods are
being used for children with an ADHD
http://www.ncbi.nlm.nih.gov/pubmed?term=%22Rickson%20DJ%22%5BAuthor%5Dhttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Watkins%20WG%22%5BAuthor%5Dhttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Watkins%20WG%22%5BAuthor%5Dhttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Rickson%20DJ%22%5BAuthor%5D
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diagnosis, how effective this treatment is perceived to be, and
the role that music therapy treatment
plays in relation to other forms of treatment. Results of the
survey indicated that music therapists often
utilize a number of music therapy methods in the treatment of
children with ADHD. They often address
multiple types of goals, and treatment outcome is generally
perceived to be favorable. Referrals for
music therapy services are received from a number of different
sources, although parents and teachers
were indicated to be the most frequent referral sources. Most
children with ADHD receiving music
therapy services also receive other forms of treatment, with an
overwhelming majority receiving
medication. The implications of these results are discussed, and
areas for continuing research into the
use of music therapy with ADHD are identified.
J Music Ther. 2006 Spring;43(1):39-62.
Instructional and improvisational models of music therapy with
adolescents who have attention deficit
hyperactivity disorder (ADHD): a comparison of the effects on
motor impulsivity.
Rickson DJ.
New Zealand School of Music, Massey University, Wellington.
[email protected]
Abstract
This study compared the impact of instructional and
improvisational music therapy approaches on the
level of motor impulsivity displayed by adolescent boys (n = 13)
who have Attention Deficit Hyperactivity
Disorder (ADHD). A combination of a multiple contrasting
treatment and an experimental control group
design was used. No statistical difference was found between the
impact of the contrasting approaches
as measured by a Synchronised Tapping Task (STT) (Humphrey,
2003) and the parent and teacher
versions of Conners' Rating Scales (Conners, 1997)
Restless-Impulsive (R-I) and Hyperactive-Impulsive
(H-I) subscales. However, while no firm conclusions can be
drawn, there are indications that the
instructional approach may have contributed to a reduction of
impulsive and restless behaviors in the
classroom. Further, over the period of the study, both music
therapy treatment groups significantly
improved accuracy on the STT, and teachers reported a
significant reduction in Conners' DSM-IV Total
and Global Index subscale scores. These findings tentatively
suggest that music therapy may contribute
to a reduction in a range of ADHD symptoms in the classroom, and
that increasing accuracy on the STT
could be related to improvement in a range of developmental
areas-not specifically motor impulsivity.
