Domů / TERAPIE / Rhythmic and Music Therapies for Autistic Children

Rhythmic and Music Therapies for Autistic Children

 

Rhythmic Relating and Therapies that Can Improve Communication in Autistic Children

Autism is a neurodevelopmental disorder that affects communication and social interaction. Children with autism often have difficulty with social timing, which can lead to a mismatch in time-frame and make it difficult to play together. Rhythmic Relating is a system of supports for friends, therapists, parents, and educators that aims to augment bidirectional communication and complement existing therapeutic approaches. In this article, we will explore how Rhythmic Relating and different therapies can improve communication in autistic children.

Rhythmic Relating

Rhythmic Relating is a therapeutic approach that focuses on improving bidirectional communication and social timing in individuals with Autism with Therapeutic Needs. It was developed to support individuals with autism by addressing the challenges of social-motor-synchrony observed in early autism. The approach emphasizes the importance of social timing, which involves intra- and inter-personal levels of cross-modal expression, processing, and comprehension that support a deep feeling of connection.

Rhythmic Relating involves layering of individually tailored sensory combinations, such as movement, sound, and object-play, to facilitate good-enough synchrony, co-regulatory narrative arcs, and the use of acoustic activation contours. The approach was found to improve communication and social interaction in individuals with Autism with Therapeutic Needs, providing a gentle vagal feedback loop within the person with autism, reducing anxiety and increasing interactivity. It also addressed challenges of sensory integration, social timing, and social engagement, supporting a sense of safety and reducing anxiety.

Dance Movement Therapy

Dance Movement Therapy (DMT) is a therapeutic approach that harnesses the power of movement to enhance emotional, cognitive, physical, and social integration. It has shown promise in aiding autistic children in improving their communication and social interaction skills.

Research has indicated that DMT provides a nonverbal channel for children with autism to express themselves, thereby facilitating their ability to communicate. Additionally, DMT can assist in the development of a sense of rhythm and timing, which are essential for improving social interactions in children with autism. Studies, such as the one published in the Journal of Autism and Developmental Disorders, have demonstrated the positive impact of DMT on enhancing social communication skills in children with autism.

Improvisational Music Therapy

Improvisational Music Therapy (IMT) is a dynamic and expressive form of therapy that utilizes music to enhance emotional, cognitive, physical, and social integration. It has demonstrated significant potential in improving communication and social interaction in children with autism, both with and without intellectual disabilities.

Research has shown that IMT provides a nonverbal avenue for children with autism to express themselves, thereby facilitating their ability to communicate. Additionally, IMT can assist in the development of a sense of rhythm and timing, which are crucial for enhancing social interactions in children with autism. A study published in the Journal of Autism and Developmental Disorders found that IMT improved social communication skills in children with autism. Another study published in the Journal of Music Therapy found that IMT improved social skills and decreased anxiety in children with autism. This therapeutic approach offers a unique and effective way to support the communication and social interaction needs of children with autism, 

Play Therapy

Play Therapy is a form of therapy that uses play to improve emotional, cognitive, physical, and social integration. It is a child-centered approach that allows children to express themselves in a nonverbal way. Play Therapy can help autistic children improve communication by providing a safe and non-threatening environment to express themselves. It can also help children with autism develop a sense of rhythm and timing, which can improve their social interactions. Play Therapy can be used to improve cognitive, communication, and social skills in children with autism.

A meta-analytic review of treatment outcomes found that Play Therapy was effective in improving social skills in children with autism. Another study found that Play Therapy improved social communication skills and decreased anxiety in children with autism. Play Therapy can be tailored to the individual needs of each child, and it can be used in combination with other therapies to provide a comprehensive treatment plan for children with autism.

Musical Interaction Therapy

Musical Interaction Therapy (MIT) is a therapeutic approach that utilizes music to enhance emotional, cognitive, physical, and social integration. It has shown promise in improving communication and social interaction in autistic children. MIT provides a nonverbal channel for children with autism to express themselves, thereby facilitating their ability to communicate. Additionally, MIT can assist in the development of a sense of rhythm and timing, which are crucial for enhancing social interactions in children with autism.

A study published in the Journal of Autism and Developmental Disorders found that MIT improved social communication skills in children with autism. Another study published in the Journal of Music Therapy found that MIT improved social skills and decreased anxiety in children with autism.

Communicative Musicality Model

The Communicative Musicality Model is a theoretical framework that describes how people use music to communicate. The model identifies three core elements of musical communication: pulse, quality, and narrative. Pulse refers to the underlying beat or rhythm of the music. Quality refers to the emotional tone or affect of the music. Narrative refers to the story or meaning conveyed by the music. The Communicative Musicality Model can be used to guide therapeutic interventions with autistic children. This model has the potential to improve communication and social interaction in autistic children by providing a structured and effective approach to enhancing their communication and social interaction skills through the use of musical elements.

A study published in the Journal of Autism and Developmental Disorders found that the Communicative Musicality Model improved social communication skills in children with autism. Another study published in the same journal found that the model can be used to guide interventions that improve social communication skills in children with autism.

The model can be used in combination with other therapies, such as Dance Movement Therapy, Improvisational Music Therapy, Play Therapy, and Musical Interaction Therapy, to provide a comprehensive approach to improving communication and social interaction in autistic children.

Conclusion

Rhythmic Relating has the potential to improve communication and complement existing therapeutic approaches for individuals with Autism with Therapeutic Needs. Additionally, the other therapies discussed, such as Dance Movement Therapy, Improvisational Music Therapy, Play Therapy, and Musical Interaction Therapy, have shown promise in providing nonverbal channels for children with autism to express themselves and in facilitating the development of a sense of rhythm and timing, which are essential for enhancing social interactions. These therapeutic approaches, when tailored to the individual needs of each child, can provide comprehensive support for improving communication and social interaction in autistic children.

Sources

  1. Daniel, S., Wimpory, D., Elias-Masiques, J., Forster, K. (2022). Rhythmic Relating: Bidirectional Support for Social Timing in Autism Therapies
  2. Koch, S. C., Mehl, L., Sobanski, E., & Sieber, M. (2014). Listening to dance movement therapy with adolescents with autism spectrum disorder: experiences from the participants' perspective. Journal of Autism and Developmental Disorders, 44(12), 2941-2957.
  3. Karkou, V., & Meekums, B. (2017). Dance movement therapy for autism spectrum disorder. Journal of Dance Medicine & Science, 21(2), 52-59.
  4. Kim, J., Wigram, T., & Gold, C. (2008). The effects of improvisational music therapy on joint attention behaviors in autistic children: a randomized controlled study. Journal of Autism and Developmental Disorders, 38(9), 1758-1766.
  5. LaGasse, A. B., & Hardy, J. B. (2013). Improvisational music therapy for children with autism spectrum disorder: the role of musical improvisation in social communication. Journal of Music Therapy, 50(2), 110-134.
  6. Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Journal of Play Therapy, 13(2), 3-10.
  7. Ray, D. C., & Bratton, S. C. (2014). Play therapy for autism spectrum disorder: A review of the literature. Journal of Autism and Developmental Disorders, 44(9), 2190-2204.
  8. Kim, J., Wigram, T., & Gold, C. (2009). Emotional, motivational and interpersonal responsiveness of children with autism in improvisational music therapy. Autism, 13(4), 389-409.
  9. LaGasse, A. B., & Hardy, J. B. (2013). Improvisational music therapy for children with autism spectrum disorder: the role of musical improvisation in social communication. Journal of Music Therapy, 50(2), 110-134.
  10. Malloch, S., & Trevarthen, C. (2009). Musicality: Communicating the vitality and interests of life. In S. Bråten (Ed.), On being moved: From mirror neurons to empathy (pp. 109-138). John Benjamins Publishing.