Sena Moore Kimberly, Burbach Kailah, Hanson-Abromeit Deanna
Bower School of Music & the Arts, Florida Gulf Coast University, Fort Myers, FL, United States.
School of Music, University of Kansas, Lawrence, KS, United States.
Front Neurosci. 2025 Jul 7;19:1568789. doi: 10.3389/fnins.2025.1568789. eCollection 2025.
Recent work in the area of health intervention development has emphasized the need to articulate a theory of intervention. This begins with the development of a working theoretical model, which includes three elements: (1) theory of the health problem, (2) theory of change, and (3) theory of implementation. The purpose of this project was to expand and refine the intervention theory underlying the music-based intervention, Musical Contour Regulation Facilitation (MCRF). MCRF is a multi-component music intervention designed to promote emotion regulation (ER) development in early childhood. Preschooler ER is characterized by greater self-regulation of emotions, increased understanding and use of socially- and culturally-appropriate emotion display rules, and decreased reliance on caregivers for ER needs. Further, it is informed by determinants, factors such as temperament and attachment style, that serve as a protective or risk function for the development of adaptive ER skills. We propose that the determinants associated with ER development that can be modified by a music intervention include physiological arousal (i.e., parasympathetic reactivity as measured by vagal tone), cognitive skills (specifically effortful control), and coregulation (both peer-peer and adult-peer). This can occur through both bottom-up and top-down neural mechanisms, specifically music's influence on physiologic arousal and attentional processes. As such, this intervention theory informs the design and delivery of the MCRF intervention components, including the specific and non-specific components of the intervention. The specific components define the active ingredients needed to produce the intended outcomes for preschooler ER development through the Therapeutic Function of Music (TFM) Plan, with an emphasis on the role of tempo in the intervention. Non-specific intervention components include the specific types of music experiences and interventionist facilitation techniques.
健康干预发展领域的近期研究强调了阐明干预理论的必要性。这始于构建一个可行的理论模型，该模型包含三个要素：（1）健康问题理论，（2）变化理论，以及（3）实施理论。本项目的目的是扩展和完善基于音乐的干预措施——音乐轮廓调节促进法（MCRF）所依据的干预理论。MCRF是一种多成分音乐干预措施，旨在促进幼儿期的情绪调节（ER）发展。学龄前儿童的情绪调节表现为对情绪有更强的自我调节能力、对社会和文化适宜的情绪表达规则有更多的理解和运用，以及减少对照顾者进行情绪调节的依赖。此外，它还受一些决定因素的影响，比如气质和依恋风格等因素，这些因素对适应性情绪调节技能的发展起到保护或风险作用。我们认为，与情绪调节发展相关且可通过音乐干预加以改变的决定因素包括生理唤醒（即通过迷走神经张力测量的副交感神经反应性）、认知技能（特别是努力控制）以及共同调节（同伴之间和成人与同伴之间）。这可以通过自下而上和自上而下的神经机制实现，特别是音乐对生理唤醒和注意力过程的影响。因此，这种干预理论为MCRF干预措施的设计和实施提供了指导，包括干预措施的具体和非具体组成部分。具体组成部分通过音乐治疗功能（TFM）计划确定了实现学龄前儿童情绪调节发展预期结果所需的有效成分，重点强调了节奏在干预中的作用。非具体干预组成部分包括特定类型的音乐体验和干预促进技巧。
