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Article Number: ADH1
Author: Watkins, William G; Rickson, Daphne J
Title: Music Therapy to Promote Prosocial Behaviors in Aggressive Adolescent Boys - A Pilot Study
Reference: Journal of Music Therapy 40:4 (Winter 2003) p.283-301
Abstract: A pilot study is presented that investigated whether music therapy is effective in promoting prosocial behaviors in aggressive adolescent boys who have social, emotional, and learning difficulties. Fifteen subjects (aged 11-15 years), enrolled in a special residential school in New Zealand, were randomly assigned to music therapy treatment groups and to a waitlist control group. Examination of demographic data identified differences between groups for diagnosis. While no definite treatment effects could be detected, results suggest that a music therapy program promoting autonomy and creativity may help adolescents to interact more appropriately with others in a residential villa setting, but might also lead to a temporary mild increase in disruptive behavior in the classroom. A more highly structured program and smaller group numbers may be advantageous for boys who have Attention Deficit Hyperactivity Disorder.
Document type: Research and Analysis
Special Features: Graphs, References, Tables
Broad subject: Music and Other Disciplines
Topics: Adolescents; Behavioral Psychology; Social Influences; Behavior; Music Therapy
Location: New Zealand
Publisher: American Music Therapy Association
ISSN: 0022-2917
ProQuest Document ID: 1100446
Full Text URL: http://catalog.berklee.edu:2048/login?url=http://search.proquest.com/docview/1100446?accountid=8581
Last updated: 2010-12-24
Database: International Index to Music Periodicals Full Text
Author: Rickson, Daphne J
Title: Instructional and Improvisational Models of Music Therapy with Adolescents Who Have Attention Deficit Hyperactivity Disorder (ADHD): A Comparison of the Effects on Motor Impulsivity
Reference: Journal of Music Therapy 43:1 (Spring 2006) p.39-62
Abstract: This study compared the impact of instructional and improvisational music therapy approaches on the level of motor impulsivity displayed by adolescent boys 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) and the parent and teacher versions of Conners' Rating Scales Restless-Impulsive (R-I) and Hyperactive-Impulsive (H-I) subscales. 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.
Document type: Research and Analysis
Special Features: Tables, References, Graphs
Broad subject: Music Education; Music and Other Disciplines
Topics: Case studies; Analysis; Music Therapy; Medical Disorders; Behavior; Behavioral psychology; Boys; Teaching Methods
Publisher: American Music Therapy Association
ISSN: 0022-2917
ProQuest Document ID: 1100063
Document URL : http://catalog.berklee.edu:2048/login?url=http://search.proquest.com/docview/1100063?accountid=8581
Last updated: 2010-12-24
Database: International Index to Music Periodicals Full Text