Department of Otolaryngology-Head and Neck Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA.
The Curb Center for Art, Enterprise, and Public Policy, Vanderbilt University, Nashville, Tennessee, USA.
Ann N Y Acad Sci. 2022 Nov;1517(1):78-87. doi: 10.1111/nyas.14875. Epub 2022 Aug 18.
Integrated recreational programs designed to support neurodiverse children and their families are important vehicles for community participation. In this mixed-methods study, we investigated the mechanisms by which parent-child music classes for autistic and neurotypical children can support community participation. Parents of autistic (n = 33) and typically developing (TD; n = 28) preschoolers were interviewed about their expectations for and experiences of participating in a 12-week psychoeducational parent-child music program. Parents completed ratings of momentary affect and social connection, and researchers coded children's behavioral engagement during classes at multiple time points throughout the program. Primary motivations for enrolling in an integrated music class included children's interest in music and opportunities for child socialization. Parent-focused reasons were less frequently endorsed as primary motivations for participation. Yet, momentary ratings indicated that music classes supported parents' affect regulation and social connection with other parents at the level of individual classes and across the program. These in-class experiences were echoed by interviews following program completion, which additionally highlighted the use of new parenting strategies through the musical activities. Since parental emotional experiences of activities, supportive community relationships, and parenting confidence are all linked with increased community participation, integrated music classes may support participation and satisfaction with community experiences.
旨在支持神经多样性儿童及其家庭的综合娱乐项目是社区参与的重要载体。在这项混合方法研究中，我们调查了亲子音乐课程如何支持自闭症和神经典型儿童的社区参与的机制。自闭症（n = 33）和典型发育（TD；n = 28）学龄前儿童的家长接受了有关他们参加为期 12 周的心理教育亲子音乐课程的期望和体验的访谈。家长们完成了对当下情绪和社交联系的评估，研究人员在整个课程的多个时间点对孩子们在课堂上的行为参与进行了编码。报名参加综合音乐课的主要动机包括孩子对音乐的兴趣和孩子社交的机会。以父母为中心的原因较少被视为参与的主要动机。然而，当下的评估表明，音乐课在单个课程和整个课程中都支持了父母的情绪调节和与其他父母的社交联系。课程结束后的访谈也呼应了这些观点，这些访谈还强调了通过音乐活动来运用新的育儿策略。由于活动中的父母情绪体验、支持性的社区关系和育儿信心都与社区参与度的提高有关，因此综合音乐课可能会支持社区参与和对社区体验的满意度。
