Yang Jinjin, Zhang Runyi
College of Music, Yeungnam University, Daegu, Republic of Korea.
College of Physical Education, Yeungnam University, Daegu, Republic of Korea.
Front Psychol. 2025 Jun 25;16:1542662. doi: 10.3389/fpsyg.2025.1542662. eCollection 2025.
Autism spectrum disorder (ASD) is characterized by persistent challenges in social communication, emotional regulation, and cooperative behavior. While traditional behavioral therapies are widely used, they can lack engagement and flexibility. Music interventions, by engaging multiple neural and emotional systems, offer a promising alternative to address these core deficits. This randomized controlled trial (RCT) evaluated the efficacy of a 12-week structured music intervention in improving social skills in preschool children with ASD. Sixty participants (aged 3-6 years) were randomly assigned to an experimental group (music intervention) or a control group (behavioral therapy). Therapeutic music activities included rhythm training, interactive singing, instrumental improvisation, and group games, conducted three times weekly. Social skills were assessed using the Social Responsiveness Scale (SRS) and observational data at baseline (T0), mid-intervention (T1), post-intervention (T2), and six-week follow-up (T3). The music intervention demonstrated significant improvements in social communication, emotional regulation, and social motivation compared to the control group. Interactive singing showed the strongest impact on social communication, fostering verbal reciprocity and turn-taking. Rhythm training enhanced social motivation and joint attention, while instrumental improvisation improved emotional regulation by providing a non-verbal outlet for self-expression. Group games facilitated peer interaction and cooperation. These improvements were sustained at T3, underscoring the intervention's durability. This study highlights the transformative potential of music interventions in addressing core social deficits in preschool children with ASD. By leveraging rhythm, melody, and improvisation, music therapy offers a scalable, engaging, and effective therapeutic approach. These findings support the integration of music-based interventions into early education and clinical settings, paving the way for more personalized and inclusive therapies for ASD.
自闭症谱系障碍（ASD）的特征是在社交沟通、情绪调节和合作行为方面存在持续挑战。虽然传统行为疗法被广泛使用，但它们可能缺乏吸引力和灵活性。音乐干预通过调动多个神经和情感系统，为解决这些核心缺陷提供了一种有前景的替代方法。这项随机对照试验（RCT）评估了为期12周的结构化音乐干预对改善患有ASD的学龄前儿童社交技能的疗效。60名参与者（年龄在3至6岁之间）被随机分配到实验组（音乐干预）或对照组（行为疗法）。治疗性音乐活动包括节奏训练、互动唱歌、乐器即兴演奏和团体游戏，每周进行三次。在基线（T0）、干预中期（T1）、干预后（T2）和六周随访（T3）时，使用社交反应量表（SRS）和观察数据对社交技能进行评估。与对照组相比，音乐干预在社交沟通、情绪调节和社交动机方面有显著改善。互动唱歌对社交沟通的影响最大，促进了言语互动和轮流交流。节奏训练增强了社交动机和共同注意力，而乐器即兴演奏通过提供一种非言语的自我表达途径改善了情绪调节。团体游戏促进了同伴互动与合作。这些改善在T3时得以维持，突出了干预的持久性。这项研究强调了音乐干预在解决患有ASD的学龄前儿童核心社交缺陷方面的变革潜力。通过利用节奏、旋律和即兴演奏，音乐疗法提供了一种可扩展、有吸引力且有效的治疗方法。这些发现支持将基于音乐的干预措施纳入早期教育和临床环境，为ASD更个性化和包容性的治疗铺平道路。
