Kaplan Ronna S, Steele Anita Louise
The Cleveland Music School Settlement.
J Music Ther. 2005 Spring;42(1):2-19. doi: 10.1093/jmt/42.1.2.
The researchers analyzed data related to goals and outcomes over 2 program years for 40 music therapy clients, ranging in age from 2-49 years, with diagnoses on the autism spectrum. They investigated music therapy interventions, session types, and formats most frequently used; goals most frequently addressed; assessed level of difficulty of clients and their situations; and generalization of skills attained in music therapy to other settings. The most common session type was individual, followed by partner, small or large groups, peer model, or a combination. Primary goal areas were ranked from language/communication (41%), behavioral/psychosocial (39%), cognitive (8%), and musical (7%), to perceptual/motor (5%). One hundred percent of subjects reached their initial objectives in these goal areas within one year or less, regardless of session type, level of difficulty, or goal area. Seventy-seven percent of intermediate objectives were reached within that time. The most frequently utilized interventions were interactive instrument playing, musical instrument instruction, interactive singing, instrument choices, and song choices. Specific interventions chosen did not affect accomplishment of initial objectives. However, there was more variation among interventions in terms of achievement of intermediate objectives. Session formats were ranked from activity-based as most frequent to lesson-based, client-led/"shadow," and ensemble format. All formats were successful when addressing initial objectives, with lesson-based format being most effective in reaching intermediate objectives. Lastly, 100% of parents and caregivers surveyed indicated subjects generalized skills/responses acquired in music therapy to non-music therapy environments.
研究人员分析了40名音乐治疗客户在两个项目年度内与目标和结果相关的数据，这些客户年龄在2至49岁之间，患有自闭症谱系障碍。他们调查了最常使用的音乐治疗干预措施、课程类型和形式；最常涉及的目标；评估了客户及其情况的难度水平；以及音乐治疗中获得的技能在其他环境中的泛化情况。最常见的课程类型是个体治疗，其次是伙伴治疗、小组或大组治疗、同伴示范治疗或多种形式的组合。主要目标领域按比例排序为：语言/沟通（41%）、行为/心理社会（39%）、认知（8%）、音乐（7%）、感知/运动（5%）。100%的受试者在一年或更短时间内实现了这些目标领域的初始目标，无论课程类型、难度水平或目标领域如何。77%的中期目标在该时间段内得以实现。最常使用的干预措施是互动乐器演奏、乐器教学、互动唱歌、乐器选择和歌曲选择。所选择的具体干预措施并不影响初始目标的达成。然而，在中期目标的达成方面，干预措施之间存在更多差异。课程形式按使用频率从高到低依次为基于活动的、基于课程的、客户主导/“影子”形式和合奏形式。在实现初始目标时，所有形式都很成功，而基于课程的形式在实现中期目标方面最为有效。最后，接受调查的100%的家长和照顾者表示，受试者将在音乐治疗中获得的技能/反应泛化到了非音乐治疗环境中。
