TY - JOUR
T1 - Parent-Mediated Music Interventions with Children with ASD
T2 - a Systematic Review
AU - Hernandez-Ruiz, Eugenia
N1 - Funding Information:
The present manuscript is part of the author?s dissertation presented in partial fulfillment of a doctoral degree at the University of Kansas. The author wishes to thank her dissertation committee, Dr. Christopher M. Johnson, Dr. Hanson-Abromeit, Dr. Cindy Colwell, Dr. Jim Daugherty, and Dr. Michael Roberts, for their support, as well as Stephen Chavez, Jae Young Jung, and Sophie Lott, graduate students at Arizona State University, for their help in updating this review.
Publisher Copyright:
© 2020, Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2021/12
Y1 - 2021/12
N2 - Parent-mediated interventions complement professional services and empower parents. In music therapy, this treatment modality is emerging. A systematic review was conducted to assess the existence of parent-mediated music interventions with children with ASD, identify the characteristics of parent coaching used, and summarize results. Thirteen studies were selected. Framework analyses were performed on descriptions of “parent-mediated,” “parent coaching,” outcomes, measures, and findings. Quality of the research and of the training programs varied substantially. Salient findings include emerging interest in involving parents in treatment, limited conceptual frameworks for parent coaching, and limited development of this modality. High attrition, parental effort, and mixed populations limit the internal and social validity of studies. Music therapists may consider investigating parent-mediated interventions, while considering parental effort.
AB - Parent-mediated interventions complement professional services and empower parents. In music therapy, this treatment modality is emerging. A systematic review was conducted to assess the existence of parent-mediated music interventions with children with ASD, identify the characteristics of parent coaching used, and summarize results. Thirteen studies were selected. Framework analyses were performed on descriptions of “parent-mediated,” “parent coaching,” outcomes, measures, and findings. Quality of the research and of the training programs varied substantially. Salient findings include emerging interest in involving parents in treatment, limited conceptual frameworks for parent coaching, and limited development of this modality. High attrition, parental effort, and mixed populations limit the internal and social validity of studies. Music therapists may consider investigating parent-mediated interventions, while considering parental effort.
KW - ASD
KW - Autism
KW - Music intervention
KW - Music therapy
KW - Music-based
KW - Parent coaching
KW - Parent-mediated
KW - Systematic
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U2 - 10.1007/s40489-020-00219-6
DO - 10.1007/s40489-020-00219-6
M3 - Review article
AN - SCOPUS:85089702793
SN - 2195-7177
VL - 8
SP - 403
EP - 420
JO - Review Journal of Autism and Developmental Disorders
JF - Review Journal of Autism and Developmental Disorders
IS - 4
ER -