Mayer-Benarous Hanna, Benarous Xavier, Vonthron François, Cohen David
Department of Child and Adolescent Psychiatry, APHP.SU, Pitié-Salpêtrière Hospital, Paris, France.
Department of Child and Adolescent Psychopathology, Amiens University Hospital, Amiens, France.
Front Psychiatry. 2021 Apr 9;12:643234. doi: 10.3389/fpsyt.2021.643234. eCollection 2021.
Several studies have reported contradictory results regarding the benefits of music interventions in children and adolescents with neurodevelopmental disorders (NDDs), including autism spectrum disorder (ASD). We performed a systematic review according to the PRISMA guidelines. We searched the Cochrane, PubMed and Medline databases from January 1970 to September 2020 to review all empirical findings, except case reports, measuring the effect of music therapy on youths with ASD, intellectual disability (ID), communication disorder (CD), developmental coordination disorder (DCD), specific learning disorder, and attention/deficit hyperactivity disorder (ADHD). Thirty-nine studies ( = 1,774 participants) were included in this review (ASD: = 22; ID: = 7; CD and dyslexia: = 5; DCD: = 0; ADHD: = 5 studies). Two main music therapies were used: educational music therapy and improvisational music therapy. A positive effect of educational music therapy on patients with ASD was reported in most controlled studies (6/7), particularly in terms of speech production. A positive effect of improvisational music therapy was reported in most controlled studies (6/8), particularly in terms of social functioning. The subgroup of patients with both ASD and ID had a higher response rate. Data are lacking for children with other NDDs, although preliminary evidence appears encouraging for educational music therapy in children with dyslexia. Improvisational music therapy in children with NDDs appears relevant for individuals with both ASD and ID. More research should be encouraged to explore whether oral and written language skills may improve after educational music therapy, as preliminary data are encouraging.
几项研究报告了关于音乐干预对患有神经发育障碍（NDDs）的儿童和青少年（包括自闭症谱系障碍（ASD））的益处的相互矛盾的结果。我们根据PRISMA指南进行了系统综述。我们检索了1970年1月至2020年9月的Cochrane、PubMed和Medline数据库，以回顾所有实证研究结果（病例报告除外），这些研究测量了音乐疗法对患有ASD、智力障碍（ID）、沟通障碍（CD）、发育协调障碍（DCD）、特定学习障碍和注意力缺陷多动障碍（ADHD）的青少年的影响。本综述纳入了39项研究（n = 1774名参与者）（ASD：n = 22；ID：n = 7；CD和诵读困难：n = 5；DCD：n = 0；ADHD：n = 5项研究）。使用了两种主要的音乐疗法：教育音乐疗法和即兴音乐疗法。在大多数对照研究（6/7）中报告了教育音乐疗法对ASD患者有积极作用，特别是在言语表达方面。在大多数对照研究（6/8）中报告了即兴音乐疗法有积极作用，特别是在社交功能方面。同时患有ASD和ID的患者亚组有更高的反应率。对于患有其他NDDs的儿童缺乏数据，尽管初步证据显示教育音乐疗法对诵读困难儿童似乎是令人鼓舞的。NDDs儿童的即兴音乐疗法似乎与同时患有ASD和ID的个体相关。由于初步数据令人鼓舞，应鼓励更多研究探索教育音乐疗法后口语和书面语言技能是否可能得到改善。
