thesis on music therapy

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38 Music Therapy Research: Context, Methodology, and Current and Future Developments

Jane Edwards, Deakin University

• Published: 09 June 2015
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Music therapy is an evidence-based profession. Music therapy research aims to provide information about outcomes that support music therapy practice including contributing to theoretical perspectives that can explain why changes occur during treatment. Music therapy research has been conducted in a range of health, education, and community contexts throughout the world. Initially many music therapy developments in the university sector occurred through the establishment of training programmes that were developed and delivered by music therapists with professional experience in leading services in education and health care. Now many music therapy training programmes are led by people with practice experience along with research qualifications, and some universities offer music therapy doctoral pathways. Music therapy research capacity has expanded through a notable increase in PhD graduates as well as an increase in funded research in music therapy. This chapter covers: (1) traditions, (2) trends, and (3) contexts for music therapy research.

Introduction

Research is the process by which new knowledge is developed, existing knowledge is extended, and new theoretical frameworks are founded. In health care, research provides evidence for effective ways of working with patients or clients to achieve positive change; maintaining or improving optimal health and well-being. Research methods in health and education are characterized by a guiding research question or hypothesis, a theoretical or epistemological 1 orientation adopted by the researcher, a data source, and a selected method of data collection and analysis that is agreed in advance of the research commencing. All research is bound by an ethical code which is assured by approval from an Institutional Review Board, or an ethics committee. This process confirms that the processes of the research will cause no harm or discomfort to the participants, and will add value to existing knowledge.

Music therapy research is usually undertaken within the context of a university with outreach to recruit patients or students in health care or education. Initially music therapy in the university sector was built up through training programmes that were developed and delivered by people with professional experience in developing and leading music therapy services in education and health care. As higher education institutions across the world have become increasingly invested in all academic staff being research active including attaining PhDs and regularly applying for competitive research funding this has influenced the landscape of music therapy within the higher education environment. Increasingly it is unusual to find a course leader who does not either have a PhD or is working towards a PhD. Full-time permanent academic positions across the university context internationally usually require that the person has a PhD and a substantial body of work that has contributed to knowledge development in their specialist field.

Traditions of research in music therapy

In the fledgling years of music therapy research a commitment to quantitative methods within a strict positivist epistemology can be observed, especially in research publications within the USA. This was partly because of the influence of behavior modification as a technique in therapy practice ( Madsen et al. 1968 ). Modifying behavior that could be observed and measured was the goal of music therapy. Many researchers used randomized controlled trials (RCT) to examine the effects of music therapy on behaviors of clients. RCTs are studies in which participants are randomly assigned to either a music therapy treatment group, or to a control group which does not receive the treatment. The RCT is considered a gold standard within medical research ( Greenhalgh 2014 ). It is a highly effective method by which to test the effects and benefit of pharmacological medications. It can also show treatment outcomes when groups are compared where one group receives a treatment and another group, matched with the treatment group, do not (see Robb and Burns , this volume). Because of the alignment of music therapy with allied health, and the delivery of many music therapy services within medical contexts, the use of the RCT has been common in music therapy research ( Bradt 2012 ).

The most important historical development in this type of research was the introduction of randomization, where participants or subjects are randomly assigned to one of the groups, whether treatment, control, or placebo (see Robb and Burns , this volume). This random allocation to groups minimizes bias and increases the likelihood that the results of the research will be trustworthy.

In the later part of the twentieth century music therapy research reports using new methods entered the published literature, and references to new methods can be observed (for example, Aigen 1993 ; Amir 1993a , b ; Comeau 1991 ; Forinash 1992 ; Forinash and Gonzalez 1989 ; Langenberg et al. 1993 ). The early years of qualitative methods followed along the same route as other allied health research where qualitative inquiry or qualitative research became a commonly used descriptor ( Edwards 2012 ). Although qualitative is a useful description for many research methods it is not in and of itself a method. Distinctions between methods and epistemologies within qualitative traditions have not always been well defined in music therapy research reports ( Aigen 2008 ), and also in other allied health research writings ( Carter and Little 2007 ). In the maturation of music therapy research a wider range of methods and traditions have been engaged, and knowledge about different methods has become more elaborated and differentiated. It is now agreed that all methods have an underlying epistemology, and in using qualitative method research it is essential to be able to state ones position in relation to the theory of knowledge creation to which one subscribes ( Edwards 2012 ). Frequently used qualitative research methods in music therapy are grounded theory (see Daveson this volume; O’Callaghan 1996b ; 2012 ), and phenomenology ( Ghetti this volume).

An important distinction between research methods is whether they use inductive or deductive processes. Inductive refers to the way in which the researcher allows the information to be induced from the data during analysis ( O’Callaghan and McDermott 2004 ; O’Callaghan 1996a ). The researcher looks closely at the data, usually text or arts based, and reflects on the materials allowing meanings to emerge. Research which is deductive uses a pre-defined criteria to examine the data. For example, looking for particular incidences of a word in text or measuring a baseline behavior then providing treatment and following up with a further measure. Deductive might also refer to research in which the themes to be examined are decided in advance even when a qualitative method is used.

Research is published in journals following a process of anonymous peer review. A paper is submitted to just one journal and then the editor sends an anonymized version of the paper for review to at least two professionals with expertise in the area of the paper’s content. The reviewers read the paper and provide feedback to the editor about their opinion of the paper. Reviewers can recommend the paper should be published, or they can request revisions, or they can recommend that the paper be rejected. It is not unusual that articles are rejected. It can be because the editor or reviewers do not think the topic of the paper is relevant to the journal, or there can be issues of quality with the research that deem it unsuitable for publication. Many researchers make revisions to rejected papers and then submit them to another journal. It is unacceptable to submit to more than one journal at a time, and authors must sign a declaration at submission that the work has not been published elsewhere or been submitted for review to another journal.

Peer reviewed articles appear in the following English language journals of music therapy: Australian Journal of Music Therapy, British Journal of Music Therapy, Canadian Journal of Music Therapy, Journal of Music Therapy, Music Therapy Perspectives, Nordic Journal of Music Therapy , the New Zealand Journal of Music Therapy , and Voices . There are also related journals which publish music therapy research papers including: Psychology of Music, Music and Medicine , and The Arts in Psychotherapy . Music therapy research also appears in medical and therapy journals (for example, Loewy et al. 2013 , O’Callaghan et al. 2014 ). Therefore when students are researching projects or writing papers are encouraged to search the journal literature as well as reading relevant books and book chapters.

Trends in music therapy research

In this part of the chapter three trends in music therapy research will be discussed: (1) music therapy and evidence-based medicine, (2) arts-based research, and (3) mechanisms of change in music therapy.

Music therapy and evidence-based medicine

A number of music therapists have considered the ways that the profession can respond to the imperative of evidence-based medicine (EBM). EBM can be traced back to the 1960s but it more formally entered the lexicon of health care practice through the 1990s ( Smith and Rennie 2014 ). As a PhD researcher in a department of Paediatrics and Child Health in the 1990s the author observed firsthand the shift in thinking about practice and services that occurred when EBM began to be a main point of interest for researchers, not just in medicine but also through nursing and allied health departments. In order to consider the implications for music therapy she gave a series of presentations which were then worked into scholarly papers for publication. After initial rejection some of the ideas were eventually published ( Edwards 2005 , 2004 , 2002 ). Since that time others have also written about EBM and music therapy (for example Abrams 2010 , and Standley 2012 ).

Rather than relying on the outcome of a single RCT to develop new practices in health care, EBM proposed an evidence hierarchy founded on single cases (weak evidence) through to meta-analyses (strong evidence). In a meta-analysis the research findings from a number of studies with patients who have similar characteristics are analyzed statistically to show whether the changes that have occurred across all of the studies are convincing enough to warrant inclusion of the treatment in standard care. Dileo and Bradt concluded that “Overall, EBP [practice] intends to assure that patient treatment is safe, effective, and cost-effective.”(2009, p. 170)

Abrams has positioned evidence-based music therapy having multiple benefits for the profession:

The virtues of an integral understanding of evidence-based music therapy practice are numerous. It can help promote clarity of the different roles, purposes, strengths, and limits of each domain of evidence. It provides accountability to core values, standards of integrity, and standards of rigor, all internally consistent within a given perspective in any given instance. Moreover, it encourages an awareness of the applicability and relevance of evidence to clinical work in any given case. Abrams 2010 , p. 374

Earlier conceptualizations of EBM pointed out that music therapists are often referred clients or patients for whom other therapeutic supports or treatments have not been effective ( Edwards 2005 ). Therefore because of the complexity of the client’s situation and their unique needs traditional processes of matching of clients in control and treatment groups in the traditional RCT might not be possible.

Concepts used in evidence are now turning towards music therapy participants’ views to be a better accessed and utilized form of evidence (for example, Ansdell and Meehan 2010 ). Although initially this author’s concerns about EBM focused on inappropriate application by managers to limit innovation and cut services, in practice EBM has some but not complete influence on service leaders’ decisions to support or close programmes. At the same time it has produced an outstanding number of music therapy meta-analyses published in the most important medical evidence database in the world, the Cochrane Library (for example Mössler et al. 2011 ).

Arts-based research

The arts are increasingly being used in health care and related research to learn about the experiences of care workers and recipients, to gain access to marginalized voices, and to communicate research findings to a wider audience. Ledger and Edwards 2011 , p. 313

Arts-based research is a movement that has developed internationally with minimal input from creative arts therapists. Ledger and Edwards (2011) provided a number of examples in which music therapists appeared reluctant to describe their research methods as arts based . This reluctance was hypothesized as emerging from anxiety about seeming scientific enough, especially when conducting research in health and medical contexts.

As artistic processes within music are central to music therapy practice, the use of music making or other creative arts processes could be considered compatible with the goals of music therapy inquiry. It is therefore puzzling why arts based processes are not more widely used in music therapy research.

Arts-based research was included in the main research textbook to date in music therapy ( Wheeler 2005 ). Dianne Austin and Michele Forinash make a distinction between arts based research and the studies that have analyzed music created in music therapy sessions. They have shown that the arts can be used at every step in the research process to develop rich and expressive findings. Arts-based research is explained as offering a valuable way to gain insights that might not otherwise be discoverable ( Austin and Forinash 2005 ).

Mechanisms of change in music therapy

Research contributes to knowledge about change, but researchers also have a responsibility to theorize why the change occurs. Research relevant to music therapy from the fields of psychology and neuroscience are key to understanding the mechanisms of change in music therapy. For example, music therapy relies on the evocative potentials of music to develop a way of relating between the therapist and the client that is helpful in meeting the client’s needs and contributing to their well-being. Some of these evocative capacities include the ability of music to influence affect. In order to be able to interact and support clients in a way that is helpful and informed, understanding how music influences emotional states is key. Music therapists have extensive experience and expertise in observation of musical responses. As an experienced music therapy practitioner the following mechanism as to how emotional response to music might occur makes sense to the author. Julin and Västfjäll have proposed that when humans listen to music all of the following psychological processes happen, not separately but concurrently, and this is why an emotional response occurs:

(1) brain stem reflexes, (2) evaluative conditioning, (3) emotional contagion, (4) visual imagery, (5) episodic memory, and (6) musical expectancy. Juslin and Västfjäll 2008 , p. 563

Their proposition is interesting for music therapy practitioners to engage in order to understand the instantaneous aspects of response over which an individual has no control, and to confirm that there is no one piece of music that has the same effect on every listener. However, many psychological theories such as these that are relevant to music therapy are silent on the core interpersonal and relational aspects of music therapy. Therefore neuropsychological and physiological theories need to be accessed in order to further understanding of music therapy as a relational practice.

Developing theories about brain growth indicate that infant brains develop in collaboration and interaction with other brains ( Schore 2010 ). Loving, predictable responsiveness from the adult care giver is essential for an infant’s healthy start in life. The failure of the infant-parental bond to coalesce and attachment to be formed is disastrous for the child’s ongoing development. This can occur because of maltreatment and/or neglect, or because of demands on the carer’s own resources result in them being unavailable to the infant’s needs. This has lifelong consequences on development, particularly the skills needed for social interaction with others, and the resilience to deal with stressful experiences and events. Neurosequential modelling proposes that the infant brain develops in stages.

The brain is organized in a hierarchical fashion with four main anatomically distinct regions: brainstem, diencephalon, limbic system, and cortex. During development the brain organizes itself from the bottom up, from the least (brainstem) to the most complex (limbic, cortical) areas. While significantly interconnected, each of these regions mediates distinct functions, with the lower, structurally simpler areas mediating basic regulatory functions and the highest, most complex structures (cortical) mediating the most complex functions. Each of these main regions develops, organizes, and becomes fully functional at different times during childhood… Perry 2009 , p. 243

This theory is important for music therapy because it provides information to explain why children who have not developed self-regulatory processes due to severe early relational trauma, for example what Perry described as the “overanxious, impulsive, dysregulated child” (p. 243), might behave differently in the regulating holding environment of music therapy where predictable structure can contain and support the child’s actions and spontaneity (for relevant case examples, see Drake 2011 ).

The therapeutic opportunities in music therapy lie not only in the client’s responses to music but equally and sometimes more importantly in the therapist-client relating. Porges’ Polyvagal Theory is so named because it associates two physiological systems with feelings of safety and security and explains how these function in interpersonal relating. These are:

(a) the commonly known fight-or-flight system that is associated with activation of the sympathetic nervous system… and (b) a less-known system of immobilization and dissociation that is associated with activation of a phylogenetically more ancient vagal pathway. Geller and Porges 2014 , p. 180

Using the Polyvagal Theory ( Porges 2011 ) Geller and Porges (2014) have illuminated therapeutic presence as a salient factor reliant on neurophysiological processes by which safety, security, and trust are experienced in the therapeutic relationship. Given that many people who seek or are referred to psychological services have experienced a breakdown of their capacity to cope, or to relate successfully with others, the ability to provide safety and security in the interpersonal space is crucial to providing opportunities for capacity building towards growth and change.

Expert therapists have reported that the experience of therapeutic presence involves concurrently (a) being grounded and in contact with one’s integrated and healthy self; (b) being open, receptive to, and immersed in what is poignant in the moment; and (c) having a larger sense of spaciousness and expansion of awareness and perception. This grounded, immersed, and expanded awareness also occurs with (d) the intention of being with and for the client in service of their healing process. By being grounded, immersed, and spacious, with the intention of being with and for the other, the therapist invites the client into a deeper and shared state of relational therapeutic presence. Geller and Porges 2014 , p. 180

Polyvagal theory has contributed to the development of new ways of working as well as supporting existing practices in music therapy. As Loewy (2011) noted:

… [Polyvagal Theory] contributes to the theoretical justification for the role that music therapy can play in activating neural circuits that regulate reactivity. Porges’ rationale for and description of feeding and rocking as primal attachment behaviors which influence vagal afferent pathways is an essential contributor to the current thinking about the importance of the quality of care in the first stage of life. Music therapy practices that activate somatomotor components which trigger visceral change influence attachment practices which are critically important in the early years. Loewy 2011 , p. 182

The relational dimensions of music therapy practice are underpinned by multiple psychobiological principles including those encapsulated in communicative musicality initially developed by Stephen Malloch in his postdoctoral work at Edinburgh University, which was then further elaborated ( Malloch and Trevarthen 2009 ). Malloch and Trevarthen (2009) documented how the development of the theory and observation of the presence of communicative musicality occurred through many decades of research in the last century. Importantly multiple theorists and researchers from a range of fields, whether during field observations or in laboratory based experimental work, noted the expressive, dance and song like interactions between infants and the adults who share loving relationships with them. These multiple perspectives result in the conclusion that:

… we are evolved to know, think, communicate, create new things and care for one another in movement—through a sense of being in rhythmic time with motives and in tune with feelings to share the energy and harmony of meaning and of relating. Malloch and Trevarthen 2009 , p. 8

Contexts for research

All research conducted with service users in music therapy involves a context. This may be a single site such as a school or a hospital (see Colwell , this volume), or multiple sites. It may involve a service such as an oncology department, or additionally it may involve participants who access multiple services, for example children with cerebral palsy. Each context differs as to how service users or students can be approached to be involved in the research, and who will act as formal or informal gate-keepers. Researchers planning projects need to factor in how the people who will contribute to managing the data collection of the project will be sorced, and how these potential gate-keepers will assist in managing the recruitment and involvement of service users. Often people who are crucial to the research such as gate-keepers receive little acknowledgement either in research reports, or in international publications. This can make it difficult for novice researchers to understand how crucial they are to conducting research which relies on data collection from service users or students ( Porter et al. 2014 ).

Clinicians working within a service are often the referring point for participation in a music therapy project. The clinician can decide whether a person who meets the criteria for the project is able to manage the requirements of the project participation, and would potentially benefit from being a research participant. Clinicians are protective of their clients or patients. Therefore the researcher must take care to ensure that the clinician has confidence in the researcher and the research processes, that participants will not be taxed or made demands of in any problematic way. The gatekeeper may also be encoraged to note that the client may end up receiving music therapy, and that this participation may be highly enjoyable and potentially therapeutically beneficial.

One contextual dimension that has received limited attention in the literature is the role of the researcher and how this differs from the role of music therapist. Ledger (2010a) has reflected on her experiences as a music therapy researcher undertaking an ethnographic research project in a hospital that was developing a new music therapy service. She wrote:

Returning to the familiar setting of a hospital brought to the fore a set of previously held positions and behaviors. I needed to manage not only the boundary between researcher and music therapist but also the boundaries between researcher and colleague, researcher and friend, and experienced music therapist and student. These boundaries needed to be negotiated and renegotiated throughout the duration of my ethnography. There were times when it was helpful to cross boundaries in order to build rapport and to show appreciation to the staff who contributed to my research. However, there were also times when I needed to establish clear boundaries and to reiterate my research intentions. Ledger 2010a , p. 300

Ledger’s further reflection reveals some of the dilemmas that can arise when conducting qualitative methods research ( Ledger 2010b ). Unlike other types of research where one might collect data through testing or questionnaires, ethnography involves participation and observation. Being aware of the need to manage and negotiate role identity is an important part of undertaking this work.

The future of music therapy research

As music therapy matures and grows as a field of practice it is developing its depth and breadth of research engagement. Contemporary research is immensely inspiring, especially for increasingly sounding the voices of service users ( Ansdell and Meehan 2010 ; Solli et al. 2013 ), and the careful development of research procedures which ensure the complexity of musical experiences are not lost in the need for research rigor ( Erkkilä et al. 2011 ). The development of greater sophistication in mixed methods research (see Erkkilä , this volume) will ensure that the outcomes of psychological testing or observation of the therapist will not be privileged over the lived experience of participants. The increasing harnessing of the capacities of technology in conducting systematic evaluation of music therapy services show promising developments ( Streeter et al. 2012 ). More robust theoretical engagement with neuroscience and psychophysiology (for example Loewy 2011 ) and social theories ( Baines 2013 ) will ensure that music therapy has strong theoretical bones upon which the flesh and sinew of competent practice can continue to grow.

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Music Therapy in Autism Spectrum Disorder: a Systematic Review

• Review Paper
• Published: 24 February 2021
• Volume 9 , pages 91–107, ( 2022 )

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• Amparo V. Marquez-Garcia   ORCID: orcid.org/0000-0001-7356-6660 1 ,
• Justine Magnuson 1 ,
• James Morris 2 ,
• Grace Iarocci 3 ,
• Sam Doesburg 1 &
• Sylvain Moreno 4  

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Individuals with autism spectrum disorder (ASD) can experience difficulties functioning in society due to social communication deficits and restrictive and repetitive behaviors. Music therapy has been suggested as a potential intervention used to improve these deficits in ASD. The current systematic literature review focuses on two methods of music therapy: improvisational music therapy (IMT) and singing/listening to songs. We review the extant literature and the associated methodological limitations, and we propose a framework to assess the effectiveness of music therapy as an intervention in ASD. We suggest the creation of a standardized framework that should utilize neuroimaging tools as an objective marker of changes induced by music therapy as well as a combination of functional and behaviourial outputs, rather than assessment methods addressing a broad range of functional and behavioural outputs, rather than only the main symptoms. The methodological limitations found in the current literature prevent us from making a strong statement about the effects of music therapy in autism. We consider treatment fidelity assessments as the key to successful future attempts to truly understand music therapy effects in ASD.

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Amparo V. Marquez-Garcia, Justine Magnuson & Sam Doesburg

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Marquez-Garcia, A.V., Magnuson, J., Morris, J. et al. Music Therapy in Autism Spectrum Disorder: a Systematic Review. Rev J Autism Dev Disord 9 , 91–107 (2022). https://doi.org/10.1007/s40489-021-00246-x

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Home > Music Therapy > Music Therapy Theses

Music Therapy Theses

All Music Therapy theses can be found here. They are also available in the Theses and Dissertations section.

Theses/Dissertations from 2023 2023

An Exploration into Art Therapists' Experiences of Collaboration with Music Therapists to Treat People with Autistic Spectrum Disorder , Heejoon Park Jun

Early Childhood Educators' Understanding and Perspectives of Music Therapy , Sophia G. Woods

How Music Therapists Experience Improvising with Nonspeaking Clients: A Thematic Analysis , Alexandra Timoshenko

Music Therapists' Perspectives on the Use of Heavy Metal Music in Music Therapy , Jessie E. Davis

Nurses' Perceptions of Music Therapy in Skilled Nursing Facilities: A Survey , Teressa Sambolin

Theses/Dissertations from 2022 2022

A Thematic Analysis of the Clinician's Experience of Individual Music Therapy in Skilled Nursing Facilities with Older Adults , Jaycie Perretta

Music Therapist Experiences of Meaningful Moments in Short-term Medical Settings: A Thematic Analysis , Haojie Lyu

The Connections in Relationships Among Autistic and Neurotypical Adolescents Participating in a Virtual, Inclusive, Performative Music Therapy Group , Laura Silvestain

The Experience of Music Therapists Working with the Parents of Premature Infants in the Neonatal Intensive Care Unit (NICU) , Harria Kim

The Experiences of an Individual with Parkinson's Engaging in a Relationship-based, Improvisational Music Therapy Group , Daniel DeLucia

The Non-verbal Expressions and Experiences of an Autistic Adolescent in Improvisational, Relationship-based Music Therapy , Naoko Funahashi

The Role of Affinity Group Membership For Marginalized Music Therapy Students and Professionals , Fakoya A. Jack-Vilmar

Theses/Dissertations from 2021 2021

An Exploration of Music Therapists' Experience of Simultaneous Trauma During the COVID-19 Pandemic: A Phenomenological Inquiry , Nadia Mary Flutie

A Study on the Perception and Influence of Whiteness in White Music Therapists , Maria Abramovich

Deconstructing the Clinician: An Auto-Ethnographic Study , Nicole Moy and Natalia Alvarez-Figueroa

Puppets in Music Therapy: A Qualitative Study , Kaitlyn Lewis

Racial and Ethnic Representation in Music Therapy Education , Eden M. Medina

The Development of Therapeutic Alliance in Long-Term and Short-Term Music Therapy Treatment , Brooke Morris

The Influences of Language Barriers in Music Therapy , Kohei Mori

The Music Therapist’s Experience of Flow During the COVID-19 Pandemic: A Phenomenological Inquiry , Kaitlyn Upshaw

The Music Therapist's Experience of the Client-Therapist Relationship in Improvisational Voicework: An Interpretive Phenomenological Inquiry , Samantha Schick

The Prevalence of Hip Hop Music in Music Therapy Education & Practice , Dannyele C. Crawford

The Role of Telehealth in Music Therapy Practice During the COVID-19 Global Pandemic Through the Lens of the Music Therapist: A Survey , Brianne Brunick

Theses/Dissertations from 2020 2020

A Culturally Situated Perspective of Music Therapy in Hungary , Sylvia E. Foldes-Berman

A Phenomenological Study of the Therapeutic Relationship in Tele-Music Therapy in the US , Kiyomi Kamiya Glover

From Student to Practitioner: Formal Music Education’s Influence on The Practitioner’s Informed Music Therapy Practice , Daniel M. Salaway

Navigating the Experience of Burnout of Immigrant Music Therapists in the United States , Naeun Lee

The Role of Music in Personal Therapy in Advanced Music Therapy Training: A Self-Inquiry , Jan Mark Casco

The Role of Personal Therapy for Chinese-Speaking Music Therapy Students: A Survey , Xinrui Liu

The Role of Verbal Skills in Analytical Music Therapy, the Bonny Method of Guided Imagery and Music, and Nordoff-Robbins Music Therapy , Elizabeth Ingram

Theses/Dissertations from 2019 2019

Exploring the Use of Marimba in Nordoff Robbins Music Therapy with Children with Autism Spectrum Disorder , Lucas McCarren

The Experience of Songwriting in Music Therapy for Adults with Intellectual Disability , Jasper Lewis

The Roles of Absorption in Music Therapy , Michael John Russo

Understanding Group Dynamics in DIR-Based Improvisational Music Therapy with Autistic Children , Anne Therese Crean

Theses/Dissertations from 2018 2018

A Phenomenological Inquiry into an Autistic Adolescent's Experience in Relationship-based Music Therapy from the Perspectives of the Adolescent and Parent , Diana N. Abourafeh

A Survey of Music Therapists Working in Acute Care, Adult Psychiatric Facilities in the United States: Theoretical Orientations and Practices , Jon Reichert

Clinical Intuition in Improvisational Music Therapy: A Phenomenological Study of the Relationship between Intuition and Music , Nick Farr

The Role of Entrainment on an Older Adult’s Stress and Anxiety: A Mixed Methods Study , Francesca Brennan

Theses/Dissertations from 2017 2017

A Closer Exploration of Therapeutic Relationship through a Musical Mediuem: An Arts-Based Research Study , Michael Kelliher

An Analysis of Burnout and Music Therapy Methodologies , Samara Berry

An Exploration of Creative Arts-Based Self-Care Practices among Music Therapy Students , Marion Kaiser

A Teacher's Experience in Improvisational Music Therapy with her Students with Autism Spectrum Disorder: A Phenomenological Inquiry , Inbar A. Kaplan

The Impact of a Degree in Music Education on Music Therapy Professional Practice: A Qualitative Interview Study , Katherine Glathar

Theses/Dissertations from 2016 2016

An Exploration of Music Therapists' Perspectives on Preventing and Treating Postpartum Depression , Chengcheng Du

Exploring the use of the bass guitar as a clinical instrument within music-centered practice , Matthew J. Brady

Music Therapy with Adolescents in Crisis in America and Korea : A Cross-Cultural Analysis , Seulgi Kim

Parents’ Experiences of Music Therapy in the Neonatal Intensive Care Unit (NICU) , Naoko Mizutani

The Experience of Countertransference for Music Therapists when Working with Children with Developmental Disabilities , Carly Caprioli

The Function of Improvised Song Creation for Individuals with ASD in Formation of Identity: A Grounded Theory Investigation , Jesse Asch

Theses/Dissertations from 2015 2015

Clinical Supervisors' Experience with Conflict with Music Therapy Interns , Joanna M. Kelly

Exploring the Implications of Resource-Oriented Music Therapy for Medical Practice , Jacqueline M. Christen

The Experiences of Music Therapists Developing Music Therapy Programs in New York State Public Schools , Michelle Kovacs

The Role of Personal Therapy for Music Therapists: A Survey , Carla D. Chikhani

The Role of Songs in Music Therapy with Adults who have Developmental Disabilities , Gregory Razzano

Theses/Dissertations from 2014 2014

A Phenomenological Investigation of the Experience of Music Therapists with Vocal Health Issues , Liisa Hill Murray

Exploring Empathy In Music Therapy , Jessica Haviland

Theses/Dissertations from 2013 2013

A Historical Review of Music Therapy and the Department of Veterans Affairs , Jenna Spencer

A Phenomenological investigation of Nordoff-Robbins trainees' personal and musical growth during certification training , Matsuri Imura

Boundary Issues in Music Therapy Internship Supervision , Michelle Lasco

Exploring spiritual experiences of Nordoff-Robbins music therapists , Hyun Jin Hong

Exploring the Impact of Personal bereavement on Music Therapists' Work in End-of-Life Care , Kaitlyn Leann Weeks

Music Therapy, Pain, and Anxiety in Short-Term Adult Inpatient Orthopedic Rehabilitation: a randomized controlled trial , John Marino

The Call for Bravery: The Use of Improvised Story Songs with a Preschooler with Developmental Delays , Emily McClure

The Experience of Music Therapists Who Balance the Dual Professions of Music Therapist and Professional Musician , Colin Turner

The Experience of Teamwork in Nordoff-Robbins Music Therapy: a phenomenological investigation , John Mulcahy

The role of the musical - self in promoting career longevity among music therapists , Peter Davis

Theses/Dissertations from 2012 2012

An Exploration of Perceived Stress Among Music Therapy Interns , Ayelet Walker

Exploring the Musical Culture of an African American Child with Developmental Disabilities in Group Music Therapy , Meghan Cork

I Am Surrounded by Love: an inquiry into the use of songs with a woman with traumatic brain injury, 11 years post-injury , Pamela J. Carlton

Parallel Process in Music Therapy Supervision , Gabriela S. Ortiz

Theses/Dissertations from 2011 2011

An exploration of mindfulness in my music therapy sessions with a child with suggest autism spectrum disorder , Kimberly Lau

Listening, Improvisation, and the Therapeutic Relationship in Music Therapy: A Self-Inquiry , Jill Lucente

Music for quality of life: Huntington Grant Proposal , Lauren A. Klimek

Music Therapy and Culture: Exploring my Culture and its Influences , Midori Tsujimoto

The Development and Establishment of a Pre-School Music Therapy Program , Tracey Lee Rosen

Theoretical orientations applied by music therapists working in adult psychiatric inpatient settings , Angel A. Park

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Hayes School of Music Graduate Studies

• Thesis or Clinical Paper in Music Therapy
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The Master of Music Therapy candidate has two options for the culminating project within the degree requirements. These are the thesis and the creative project in music therapy.

Thesis:  The thesis entails proposal, design, implementation, and scholarly documentation of an original research investigation. Students interested in completing a thesis are advised to begin the process early in consultation with their thesis advisor and to make use of the Thesis Handbook available from the Office of Graduate Studies. Note that the Thesis prospectus must be approved by the student's graduate committee prior to the semester in which the student intends to undertake the research. The prospectus plus Thesis Committee Form must be on file in the Office of the Graduate School before the student is permitted to register for MUS 5999 Thesis.

Clinical Paper in Music Therapy:  The Clinical Paper is designed to provide an appropriate alternative to the traditional thesis as the culminating experience for student whose focus is clinical music therapy. While similar to the thesis in scope, it differs in its design and emphasis. Although both the Thesis and Clinical Paper are based upon a critical review of the relevant literature, the Clinical Paper will document either music therapy for a specific population or clinical application of an approach in music therapy rather than a traditional research study. In either case the paper is based on both a review of the literature and clinical experience. Those completing the Clinical Paper are required to enroll in one additional approved music therapy elective course related to the topic of the paper.

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Dissertations / Theses on the topic 'Music therapy'

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Pavlicevic, Mercedes. "Music in communication : improvisation in music therapy." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/20099.

Krout, Robert. "Microcomputer applications in music therapy /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10797646.

Bidgood, Lee, Richard Ciferský, and Banjo Romantika Band. "Banjo Therapy." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1076.

Higotani, Bies Azusa. "Effectiveness of Music Therapy Education in Addressing Multicultural Competencies: Survey of Music Therapy Program Directors." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1300896880.

Streeter, Elaine. "Computer-aided music therapy evaluation : investigating and testing the music therapy logbook prototype 1 system." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/1201/.

Chiang, May May. "Research on music and healing in ethnomusicology and music therapy." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8236.

Le, Dieu. "L.A. Children's Music Therapy Center, LLC." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1595778.

The expansion of the parity law for mental health benefits under the Patient Protection Affordable Care Act (PPACA) along with the increased mental and/or behavioral health issue among American youth has established a need for various health services to mitigate the mental and/or behavioral health problem. The L.A. Children’s Music Therapy Center, LLC, will be established to provide music therapy as an alternative or complementary form of medicine for individuals that are under 17 years of age with mental and/or behavioral health disorders. Additional regulations under the PPACA may potentially increase the use of mental health services and clinical evidence has shown that music therapy has resulted in improved health outcomes for various disorders. L.A. Children’s Music Therapy Center, LLC, will focus on providing music therapy services within Los Angeles County for private clients in the community as well as contracting services for private and group organizations.

Barrington, Katherine Alison. "Music therapy : a study in professionalisation." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/2791/.

Beyers, Johanna Frederika. "Participatory consciousness in group music therapy." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/29612.

Beyers, Johanna Frederika. "Participatory consciousness in group music therapy." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-11202007-113847/.

Garwood, Eileen. "Profiles of English language music therapy journals." Thesis, Temple University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564809.

The purpose of this study was to present a content analysis of seven music therapy journals in the English language in order to provide an objective documentation of the longitudinal growth of the field. The current study examined seven English language music therapy journals including the Journal of Music Therapy, Music Therapy: Journal of the American Association for Music Therapy, Music Therapy Perspectives, The Australian Journal of Music Therapy, The Nordic Journal of Music Therapy, The British Journal of Music Therapy, and The New Zealand Society for Music Therapy Journal. A total of 1,922 articles were coded according to author information (name, credentials, institution, geographic location), mode of inquiry, population studied, and subsequent article citation. Results indicated a broad range of research topics with a rapid rise in music and medicine research beginning in the 1980s. Research authors in music therapy comprise a diverse group of authors both from the United States and abroad. This study highlighted transitions in institutional productivity moving from clinical settings to academic settings. Over the course of 50 years, there have been continuous changes in various aspects of the music therapy literature that document the continuing growth of the profession.

Humphries, Kathleen R. "Perceptions of music therapy among oncology nurses." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/259.

Dunlap, Amy L. "Women with Addictions' Experience in Music Therapy." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1483647124948226.

Bérubé, Michelle. "Healing Sounds: An Anthropology of Music Therapy." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38559.

Cahoon, Laura Kay. "MUSIC THERAPY AND MULTICULTURAL COMPETENCE: A SURVEY OF MUSIC THERAPISTS' TRAINING AND PERCEPTIONS." UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/131.

Müller, Pierrette A. "Autistic children and music therapy : the influence of maternal involvement in therapy." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385078.

Mattos, Andre Brandalise. "The Psychodynamics of Music-centered Group Music Therapy with People on the Autistic Spectrum." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/358894.

Lin, Yu-Chin. "Trends In Music Therapy Since Unification: A Review of the American Music Therapy Association’s National Conference Proceedings 1998-2011." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1366139062.

Ansdell, Gary. "Music therapy as discourse and discipline : a study of 'music therapist's dilemma'." Thesis, City University London, 1999. http://openaccess.city.ac.uk/7745/.

Veblen, Nora Bryant. "MUSIC THERAPISTS’ PERCEPTIONS AND PRACTICES REGARDING MUSICAL AUTHENTICITY IN MUSIC THERAPY PRACTICE." UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/129.

Kvant, Oskar. "Att få göra sin röst hörd : En studie kring Community Music Therapy i Sverige." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3922.

Nathan, Micaela. "Being in music: music performance dysfunction through guided imagery and music." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11642.

Hastings, Jennifer M. "Bilateral arm training with rhythmic auditory cueing : rehabilitation metts music therapy." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/781.

Procter, Simon. "Music therapy : what is it and for whom? : an ethnography of music therapy in a community mental health resource centre." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/11101.

Chambers, Carol. "Song and metaphoric imagery in forensic music therapy." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10833/.

Levinge, Alison. "Music therapy and the theories of Donald Winnicott." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366728.

Verity, Adrian. "A computer aided music therapy analysis system : CAMTAS." Thesis, University of York, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425732.

Mausner, Oliver. "Depression and Music Therapy: A New Therapeutic Method." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1458.

Geist, Kamile. "Sources of Knowledge in Music Therapy Clinical Practice." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478173980933032.

Williams, Carol Joy. "Autonomy, sheltered street children and group music therapy." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/36765.

Kahle, Karen Lee. "A Music Therapy Model for Counseling Corrections Clients." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4767.

Fourie, Lise. "Music Therapy in Tshwane, South Africa : music therapists’ experiences and other professionals’ perceptions." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/36759.

Nicholson, Kathryn. "Music therapy in cancer care, a study of the music therapy program at the British Columbia Cancer Agency (Vancouver Cancer Centre)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/MQ57916.pdf.

Noguchi, Laura Kayoko. "The effect of music versus non-music on focus of attention in pediatric injection patients." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/593.

Petrich, Macie. "Vocal Health Survey of Instrumental Music Educators." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588015468956836.

Chesky, Kris S. "The Effects of Music and Music Vibration Using the MVT™ on the Relief of Rheumatoid Arthritis Pain." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332765/.

Du, Preez Almarie. "A 'foreign' journey to negotiating music therapy on home ground." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09302008-142516/.

Heffner, Melissa E. "The Development and Implementation of a Music Therapy and Speech-Language Therapy Collaborative Model." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1482461323045229.

Ferrer, Alejandra Judith. "Music Therapy Profession: Current Status, Priorities, and Possible Future Directions." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1353945905.

Theron, Talita. "Music therapy in South Africa music therapists' perceptions of training needs for current practice /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09182008-114636/.

Loth, Helen. "An investigation into the relevance of gamelan music to the practice of music therapy." Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/578535/1/PhD%20thesis%20Helen%20Loth%20for%20ARRO.pdf.

Loth, Helen. "An investigation into the relevance of gamelan music to the practice of music therapy." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/578535/.

Waldon, Eric G. "The effects of group music therapy on mood states and cohesiveness in adult oncology patients." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/534.

Langeveldt, Mareli. "Music, music therapy and identity : investigating how South African children from socio-economically deprived communities identify with music." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/31443.

Moran, Karen Ann. "The experiences of hospice patients and the music therapy clinician in hospice care." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/765.

Munroe, Laurie C. "Embraced by the sound, a music therapy chime group." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0017/MQ57915.pdf.

Blicha, Emily Ann. "Music therapy program for older adults| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587260.

Older adults may face challenges during the aging process such as anxiety, depression, and decreased quality of life. The purpose of this project was to develop music therapy groups for older adults who experience symptoms of depression and/or anxiety, identify potential funding sources, and write a grant to fund this program for Jewish Family and Children's Service in Long Beach, California. The Eisner Foundation was deemed the most suitable foundation for this grant proposal. The proposed music therapy groups were designed to decrease anxiety and depression symptoms and improve the quality of life among older adults in the Long Beach area. Participants will engage in listening, singing, and playing music along with reminiscing with other group members. The group will culminate in a performance for family and friends. Implications for social work practice are discussed. The actual submission and/or funding of this grant was not required for the successful completion of this project.

Dvorak, Abbey Lynn. "Music therapy support groups for cancer patients and caregivers." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1218.

Meyer, Laura M. "Cultural aspects of music and relaxation." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2313.

Lehman, Patty J. "An analysis of research that examines the correlation between the study of music, overall learning success and personal well-being." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002lehmanp.pdf.

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Home > Graduate School of Arts and Social Sciences > Expressive Therapies Capstone Theses > 804

Expressive Therapies Capstone Theses

Ethnic name-changing among mandarin-speaking music therapists in the united states and its influence on their identity: a literature review.

Ying-Jung Chen Follow

Date of Award

Spring 5-18-2024

Document Type

Degree name.

MA - Master of Arts

Expressive Therapies

Basel Zayed

This capstone thesis uses available literature to explore the ethnic name-changing and its impact on the identity of Mandarin-speaking music therapists in the United States. Eight themes are explored in this literature review: (1) the distinction of Mandarin Chinese; (2) the relationship between names and selves; (3) Chinese naming practices; (4) the practice of name-changing among Mandarin speakers in the United States; (5) the reasons behind Mandarin speakers adopting English names; (6) cross-cultural adaptation; (7) cultural adaptation of foreign music therapists in the United States; and (8) the significance of music therapist's identity exploration. This literature review highlights the importance of self-awareness of identity and cultural adaptation for Mandarin-speaking music therapists in the United States. It also emphasizes the need for further research on this under-explored topic. By shedding light on the ethnic name-changing practice among Mandarin-speaking music therapists in the United States, this thesis aims to contribute to multiculturalism and advocate for diverse voices and perspectives in the field of music therapy.

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Recommended Citation

Chen, Ying-Jung, "Ethnic Name-Changing Among Mandarin-Speaking Music Therapists in the United States and Its Influence on Their Identity: A Literature Review" (2024). Expressive Therapies Capstone Theses . 804. https://digitalcommons.lesley.edu/expressive_theses/804

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SYSTEMATIC REVIEW article

The effect of music therapy on language communication and social skills in children with autism spectrum disorder: a systematic review and meta-analysis.

• 1 North Sichuan Medical College, Nanchong, China
• 2 The Graduate School of Xi’an International Studies University, Shaanxi, China

Background: Studies have shown that music therapy can be used as a therapeutic aid for clinical disorders. To evaluate the effects of music therapy (MT) on language communication and social skills in children with autism spectrum disorder (ASD), a meta-analysis was performed on eligible studies in this field.

Methods: A systematic search was conducted in eight databases: PubMed, Embase, Web of Science, Cochrane Library databases, the China National Knowledge Infrastructure (CNKI), Wanfang Data, the Chinese Biomedical Literature (CBM) Database, and the VIP Chinese Science and Technology Periodicals Database. The standard mean difference (SMD) values were used to evaluate outcomes, and the pooled proportions and SMD with their 95% confidence intervals (CIs) were also calculated.

Results: Eighteen randomized controlled trial (RCT) studies were included, with a total of 1,457 children with ASD. This meta-analysis revealed that music therapy improved their language communication [SMD = −1.20; 95%CI –1.45, −0.94; χ 2 (17) = 84.17, I 2 = 80%, p  < 0.001] and social skills [SMD = −1. 13; 95%CI –1.49, −0.78; χ 2 (17) = 162.53, I 2 = 90%, p  < 0.001]. In addition, behavior [SMD = −1.92; 94%CI –2.56, −1.28; χ 2 (13) = 235.08, I 2 = 95%, p  < 0.001], sensory perception [SMD = −1.62; 95%CI –2.17, −1.08; χ 2 (16) = 303.80, I 2 = 95%, p  < 0.001], self-help [SMD = −2. 14; 95%CI –3.17, −1.10; χ 2 (6) = 173.07, I 2 = 97%, p  < 0.001] were all improved.

Conclusion: Music therapy has a positive effect on the improvement of symptoms in children with ASD.

Systematic review registration: https://www.crd.york.ac.uk/PROSPERO/ .

Introduction

Autism spectrum disorder (ASD) is a heterogeneous group of neurodevelopmental disorders characterized by difficulties in social communication, and abnormally limited behavior and interests, with a higher incidence in males than in females ( Lai et al., 2014 ). Based on empirical data, approximately one in every 100 children worldwide is affected by Autism Spectrum Disorder (ASD), and this number has shown an upward trend over the past few decades ( Zeidan et al., 2022 ). At present, there is no cure for ASD ( Yang et al., 2020 ), its pathogenesis remains unclear ( Dipasquale et al., 2017 ), and diagnostic methods are not satisfactory ( Srikantha and Mohajeri, 2019 ). Currently, the treatment for children with autism primarily involves sensory integration training, behavioral and communication interventions, and educational training, among other interventions. Music therapy is a therapeutic approach that is now being increasingly applied in the field of healthcare ( Foster et al., 2021 ). It is a therapeutic method that regulates the function of the cerebral cortex with melody, rhythm and harmony ( Kasl-Godley and Gatz, 2000 ), and timbre and tone of music, and then changes the excitation and inhibition processes of the cerebral cortex, to improve social disorder and enhance the communication ability of autistic children ( Srinivasan and Bhat, 2013 ). Because of the special significance of music therapy for autistic children, research in this field is being carried out both at home and abroad ( Rabeyron et al., 2020 ; Yum et al., 2020 ; Chen et al., 2022 ; He Y. S. et al., 2022 ; He Y. et al., 2022 ).

Language function is a unique and advanced ability that is specific to humans ( Bishop and Lerch, 2023 ). Human language function is specifically manifested in different forms such as listening, speaking, reading, and writing, and involves the involvement of different functional areas distributed across the cerebral cortex. These functional areas are closely interconnected through neural pathways ( Schlosser et al., 2002 ). The language unit of syllable length and the human brain’s ability to synchronize neural firing rates are very important to children’s language acquisition ( Kovelman et al., 2015 ). Language developmental disorders are the most common developmental disorders in children ( Rißling et al., 2015 ). Among them, language development impairment caused by autism is one of the common types ( Taghva and Mahabadi, 2013 ). Compared to typically developing children, children with autism have differences in brain connectivity, which may lead to language and communication difficulties ( Lee et al., 2017 ). In addition, there is only a single channel to receive external information, which makes it difficult for autistic children to obtain the same learning and communication opportunities as typically developing child. A large number of cognitive neuropsychological research show that the cognitive/neural processing of language and music is not completely independent but with overlaps between the two, and a vast majority of neuroimaging research results show that language and music are closely related, with overlapping brain regions ( Liu et al., 2022 ). Secondly, in terms of the social skills of autistic patients, autism’s social impairment is caused by a combination of factors, such as abnormal neurological development ( Sokhadze et al., 2014 ), social cognition and theory of mind deficits ( Yamada et al., 2022 ), emotional regulation difficulties ( Yamada et al., 2022 ), as well as social anxiety and sensory hypersensitivity ( McCullagh et al., 2020 ). Some researchers ( Harms et al., 2010 ; Van der Donck et al., 2020 ) have indicated that the social impairments commonly observed in individuals with ASD may be associated with challenges in processing facial expressions. They have difficulty initiating social interactions and establishing interpersonal relationships with others. They lack interest in other people’s emotions and are unwilling to share their own interests with others ( Barak and Feng, 2016 ). These factors work together to create challenges for individuals with autism in social interaction and language communication.

Music therapy, as a non-pharmacological treatment method, is gradually demonstrating its unique value in the treatment of ASD. Music can promote activity in brain regions associated with emotions and rewards, such as the ventral striatum and prefrontal cortex ( Zatorre et al., 2001 ). Activation of these areas is particularly important for enhancing social motivation and emotional resonance ( Mandic-Maravic et al., 2021 ). Furthermore, music therapy can activate and strengthen the brain’s mirror neuron system through engaging in musical activities ( Kim et al., 2009 ; McCleery et al., 2013 ) (such as singing, playing instruments, etc.). The mirror neuron system plays a crucial role in imitation behavior, understanding others’ intentions and emotions, and social learning ( Pavlenko et al., 2023 ). Additionally, music can also influence the brain’s language networks, including areas closely related to language processing such as Broca’s area and Wernicke’s area ( Moreno, 2009 ). Music and language share neural processing mechanisms to some extent ( Patel, 2003 ), and through music training, especially rhythm and melody training, progress can be made in language comprehension and production for individuals with autism.

In recent years, some researchers have conducted meta-analyses on the use of music therapy for treating ASD ( Geretsegger et al., 2022 ; Ke et al., 2022 ). However, in contrast to these researchers, this study was performed to significantly verify the effect of music therapy on the language and social skills of children with ASD, in addition to conventional treatment. By searching randomized controlled trials (RCTs) on the effects of music therapy on the language and social skills of ASD children, we conducted a quantitative analysis using the meta method to evaluate the therapeutic effect of music therapy for autistic children and to provide further evidence-based medical evidence for music therapy in the field of autism treatment.

We performed the systematic review with meta-analysis following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) ( Page et al., 2021 ).

Registration

The study was registered with PROSPERO (registration NO. CRD42023451556).

Literature source

PubMed, Embase, Web of Science, Cochrane Library databases, the China National Knowledge Infrastructure (CNKI), Wanfang Data, the Chinese Biomedical Literature (CBM) Database, and the VIP Chinese Science and Technology Periodicals Database were searched up to May 17, 2023 for all eligible studies. Databases were searched for any articles with any combination of the following keywords in the Title, Abstract and Keywords: (1) ASD, autism, Autism Spectrum Disorder, Autistic (2) music therapy, music stimulation, music intervention, music training, melodic intonation therapy (3) children, school age, adolescence, youth, preschool. The specific search items were shown in the Supplementary material .

Study selection

All eligible studies should have compared the effect of music therapy on language communication and social skills in ASD children. Studies were excluded if they met the following exclusion criteria: (1) duplicates; (2) reviews and/or meta-analyses; (3) case reports, letters, and conference summaries; (4) Non-musical therapy; (5) Outcomes did not report language communication or social skills; (6) Non-autistic children; (7) data duplication; (8) unavailable full texts; (9) guidelines, and comments; (10) experimental or animal studies; (11) important data missing; Neither publication language nor publication year was restricted.

Data extraction

Data were extracted from each study: including first author, publication year, country, study design, type of publication, enrollment period, gender ratio, age, target population, and duration of treatment. The ABC (Aberrant Behavior Checklist) ( Aman et al., 1985 ) and/or ATEC (Autism Treatment Evaluation Checklist) ( Rimland and Edelson, 1999 ) scales were used to assess language communication, social skills, behavior, sensory perception, and self-help in children with ASD. The ABC scale encompasses various behavioral domains or sub-dimensions, such as sensory perception, social interaction, repetitive motor movements, language, and self-help, comprising a total of 57 items. Each item is rated on a scale of 1 to 4, with higher scores indicating more severe autistic behaviors. On the other hand, the ATEC scale consists of four self-assessment subscales: speech/language communication, social skills, sensory/cognitive awareness, and health/physical/behavior. The overall score on the ATEC scale ranges from 0 to 179, with higher scores indicating more pronounced symptoms of autism. In our study, we used the ABC scale to assess language communication, social skill, sensory perception, and self-help domains, and the ATEC scale to evaluate language communication, social skill, sensory perception, and behavior.

The primary outcomes included language communication ability and social skills. The secondary outcomes included behaviors, sensory perception, and self-help.

Definitions

The included subjects were children diagnosed with ASD in accordance with the Diagnostic and Statistical Manual of Mental Disorders (4th ed., DSM-4) ( American Psychiatric Association, 1994 ) and the Diagnostic Statistical Manual of Mental Disorders (5th ed., DSM-5) ( American Psychiatric Association, 2013 ). The music therapy included in this paper mainly includes music listening, social stories as the main content of music therapy, music teaching, and music games.

Study quality

The quality of the RCT studies was assessed by two independent reviewers (Zijuan Shi and Yujun Lee) using the Cochrane Risk assessment tool ( Higgins, 2011 ). This tool includes random sequence generation, blind methods for subjects and personnel, assignment concealment, selective reporting, incomplete outcome data, and other sources of bias. Judgement can be high risk, moderate risk, or low risk for each domain. In a study, an article is regarded as having a low risk of bias if the risk assessment for all domains is at low risk of bias; while one domain is at high risk of bias, then the article is rated as having a high risk of bias, and if a domain is at uncertain risk of bias, then the article is rated as having a moderate risk of bias.

Statistical analyses

Meta-analyses were performed using the Review Manager 5.4 (Review Manager RevMan) [Computer program]. Version 5.4. The Cochrane Collaboration 2020 and STATA 15.0 (StataCorp LLC 4905 Lakeway Drive College Station, TX77845 United States). Inverse variance method was used with random effects model for data analysis. The pooled proportions and standard mean difference (SMD) with their 95% confidence intervals (CIs) were calculated to measure the effect size between two groups. We considered SMD of 0.2 a small effect size, SMD 0.5 a medium effect size and SMD 0.8 a large effect size ( Cohen, 1992 ). Cochrane’s Q test and I 2 statistics were adopted to assess heterogeneity among studies ( Herrera et al., 2022 ), and p < 0.1 or I 2 > 50% indicated statistically heterogeneity. To explore the sources of heterogeneity, subgroup meta-regression ( Thompson and Higgins, 2002 ) and leave-one-out sensitivity analysis ( Bown and Sutton, 2010 ) were performed by publication year (≥ 2020 vs. < 2020), study quality (low risk vs. moderate risk vs. high risk), duration of music therapy (>12 weeks vs. ≤12 weeks), age (>7 years old vs. ≤7 years old) and two different assessment tools (ATEC vs. ABC). If the number of included studies was greater than 2, subgroup analyses would be performed based on the covariates mentioned earlier. A p -value of less than 0.1 was considered as indicating a statistically significant interaction. Regression analysis was performed only when there were more than ten relevant studies ( Higgins, 2011 ). Leave-one-out sensitivity analysis was performed by removing studies one by one from the meta-analysis. Publication bias was evaluated with the Egger’s test ( Egger et al., 1997 ), and p < 0.1 indicated statistically significant publication bias.

Study characteristics

We retrieved 2589 studies from 8 databases, and after removing duplicates, two independent reviewersonducted screening and re-screening of titles and abstracts to gradually exclude irrelevant studies. A total ofeighteen studies ( Wang et al., 2009 ; Fu et al., 2016 ; Li et al., 2016 ; Sui, 2017 ; Zhou et al., 2017 ; Wang, 2018 ; Cao, 2019 ; Duan, 2019 ; Zhou, 2019 ; Li, 2020 ; Zhao et al., 2020 ; Chen and Liu, 2021 ; Lin, 2021 ; Wang, 2021 ; Chen et al., 2022 ; He et al., 2022 ; Rao, 2022 ; Sun, 2022 ;) including 1,457 patients with ASD were finally included ( Figure 1 ). Characteristics of the included studies are reported in Table 1 . All studies are RCT studies with sample sizes ranging from 40 to 108 patients. All studies were published as full texts between 2009 and 2022. All studies were performed in Asia. Four studies ( Zhou, 2019 ; Li, 2020 ; Chen et al., 2022 ; He et al., 2022 ) were of low risk, 11 studies ( Wang et al., 2009 ; Fu et al., 2016 ; Li et al., 2016 ; Sui, 2017 ; Zhou et al., 2017 ; Wang, 2018 ; Duan, 2019 ; Zhao et al., 2020 ; Chen and Liu, 2021 ; Wang, 2021 ) were of moderate risk, and three studies were ( Cao, 2019 ; Rao, 2022 ) of high risk ( Figure 2 ).

Figure 1 . Flow chart of study selection.

Table 1 . Characteristics of the included studies.

Figure 2 . Risks of bias assessment of the included articles by each domain.

Characteristics of patients

This study included 1,457 children (60% male). In the included studies, the children had an age range from 1.3 to 12.9 years old, with a mean (SD) age of 4.64 (1.29) years, and they were all diagnosed with ASD. Intervention durations ranged between 5 weeks and 24 weeks, with most interventions being 12 weeks or shorter. One study ( Wang, 2018 ) did not report the intervention duration ( n  = 785/580/92, Table 1 ).

Primary outcomes

Seventeen studies ( Wang et al., 2009 ; Fu et al., 2016 ; Li et al., 2016 ; Sui, 2017 ; Zhou et al., 2017 ; Wang, 2018 ; Cao, 2019 ; Duan, 2019 ; Zhou, 2019 ; Li, 2020 ; Lin, 2021 ; Chen and Liu, 2021 ; Wang, 2021 ; Chen et al., 2022 ; He et al., 2022 ; Rao, 2022 ; Sun, 2022 ) reported that music therapy improved the communication ability of children with ASD. The combined effect size SMD was −1.20 (95%CI = −1.45, −0.94) ( Figure 3 ), with significant heterogeneity between studies ( Q -test: χ 2 (17) = 84.17, p  < 0.001; I 2 = 80%). Subgroup analysis showed that there was no significant difference observed between ABC scale and the ATEC scale (SMD: −1.29 vs. −1.27, Pinteraction = 0.95). Regarding different publication years, there was no significant difference observed between the language proficiency scores of papers published before 2020 and those published in 2020 and after (SMD: −1.30 vs. −1.09, Pinteraction = 0.41). From the perspective of paper quality, studies with low risk, moderate risk, and high risk had an SMD of −0.92, −1.25, and − 1.49 respectively, Pinteraction = 0.52. With respect to age, there was no significant difference observed between participants over 7 years old and those under 7 years old (SMD: −1.19 vs. −1.20, Pinteraction = 0.97). In terms of the duration of intervention, less than 12 weeks duration led to significantly higher scores than a duration greater than 12 weeks (SMD: −1.51 vs. −0.79, Pinteraction = 0.001) ( Table 2 ). Meta-regression showed that different assessment tools ( p  = 0.016), paper quality ( p  = 0.001) and different publication years ( p  = 0.002) may be the sources of heterogeneity. A sensitivity analysis was conducted and suggested no source of heterogeneity. Egger’s test was performed as well, and the result showed significant publication bias between studies ( p  < 0.001).

Figure 3 . Forest map of the combined effective size for language communication.

Table 2 . Subgroup analysis results for language communication.

Social skills

Fifteen studies ( Wang et al., 2009 ; Fu et al., 2016 ; Li et al., 2016 ; Sui, 2017 ; Wang, 2018 ; Cao, 2019 ; Duan, 2019 ; Zhou, 2019 ; Li, 2020 ; Chen and Liu, 2021 ; Lin, 2021 ; Wang, 2021 ; Chen et al., 2022 ; Rao, 2022 ; Sun, 2022 ) reported that music therapy improved the social skills of children with ASD. The combined effect size SMD was −1.13 (95%CI = −1.49, −0.78) ( Figure 4 ), with significant heterogeneity between studies ( Q -test: χ 2 (17) = 162.53, p  < 0.001; I 2 = 90%). Subgroup analysis showed that the social skill score in studies using ATEC was higher than that in studies using ABC (SMD: −1.39 vs. −0.81, Pinteraction = 0.07). In terms of different publication years, there was no significant difference observed between the social skill scores of papers published before 2020 and those published in 2020 and after (SMD: −1.31 vs. −0.98, Pinteraction = 0.39). From the perspective of literature quality, studies with low risk, moderate risk, and high risk had an (SMD of −0.44, −1.23, and −1.86 respectively, Pinteraction = 0.003). With respect to age, there was no significant difference observed between participants over 7 years old and those under 7 years old (SMD: −0.89 vs. −1.24, Pinteraction = 0.31). In terms of the duration of intervention, less than 12 weeks duration led to significantly higher scores than a duration greater than 12 weeks (SMD: −1.61 vs. −0.57, Pinteraction = 0.001) ( Table 3 ). Meta-regression showed that different assessment tools ( p  = 0.003) and paper quality ( p  = 0.001) may be the sources of heterogeneity. The sensitivity analysis of these eighteen papers included in this study showed that none of them caused great interference to the results of this meta-analysis, suggesting that the results of this study were robust. There was significant publication bias between studies ( p  < 0.001).

Figure 4 . Forest map of the combined effective size for social skills.

Table 3 . Subgroup analysis results for social skill.

Secondary outcomes

Fourteen studies ( Wang et al., 2009 ; Fu et al., 2016 ; Li et al., 2016 ; Sui, 2017 ; Wang, 2018 ; Cao, 2019 ; Duan, 2019 ; Li, 2020 ; Chen and Liu, 2021 ; Lin, 2021 ; Wang, 2021 ; Chen et al., 2022 ; Rao, 2022 ; Sun, 2022 ) reported that music therapy improved the behavior of children with ASD. The combined effect size SMD was −1.92 (95%CI = −2.56, −1.28), with significant heterogeneity between studies ( Q -test: χ 2 (13) = 235.08, p  < 0.001; I 2 = 94%). Subgroup analysis showed that there was no significant difference observed between the behavior scores of papers published before 2020 and those published in 2020 and after (SMD: −2.02 vs. −1.84, Pinteraction = 0.80). From the perspective of paper quality, studies with low risk, moderate risk, and high risk had an (SMD of −0.54, −2.30, and −1.71 respectively, Pinteraction <0.001). With respect to age, there was no significant difference observed between participants over 7 years old and those under 7 years old (SMD: −1.72 vs. −2.01, Pinteraction = 0.67). In terms of the duration of intervention, less than 12 weeks duration led to significantly higher scores than a duration greater than 12 weeks (SMD: −2.73 vs. −0.80, Pinteraction<0.001). Meta-regression analysis did not show the source of heterogeneity. The sensitivity analysis of these 14 papers included in this study showed that none of them caused great interference to the results of this meta-analysis, indicating that the results of this study were robust. There was significant publication bias between studies ( p  < 0.001).

Sensory perception

Sixteen studies ( Wang et al., 2009 ; Fu et al., 2016 ; Li et al., 2016 ; Sui, 2017 ; Zhou et al., 2017 ; Wang, 2018 ; Cao, 2019 ; Duan, 2019 ; Zhou, 2019 ; Li, 2020 ; Chen and Liu, 2021 ; Lin, 2021 ; Wang, 2021 ; Chen et al., 2022 ; Rao, 2022 ; Sun, 2022 ) reported that music therapy improved the sensory perception of children with ASD. The combined effect size SMD was −1.62 (95%CI = −2.17, −1.08), with significant heterogeneity between studies ( Q -test: χ 2 (16) = 303.80, p  < 0.001; I 2  = 95%). Subgroup analysis showed that there was no significant difference observed between ABC scale and the ATEC scale (SMD: −1.76 vs. −1.72, Pinteraction = 0.96). In terms of different publication years, here was no significant difference observed between the sensory perception scores of papers published before 2020 and those published in 2020 and after (SMD: −1.67 vs. −1.57, Pinteraction = 0.86). From the perspective of paper quality, studies with low risk, moderate risk, and high risk had an SMD of −0.36, −1.96, and −1.66 respectively, Pinteraction = 0.07. With respect to age, there was no significant difference observed between participants over 7 years old and those under 7 years old (SMD: −1.67 vs. −1.61, Pinteraction = 0.92). In terms of the duration of intervention, less than 12 weeks duration led to significantly higher scores than a duration greater than 12 weeks (SMD: −2.05 vs. −1.01, Pinteraction = 0.06). Meta-regression showed that different quality of paper ( p  = 0.018) may be the source of heterogeneity. The sensitivity analysis of these 17 papers included in this study showed that none of them caused great interference to the results of this meta-analysis, showing that the results of this study were robust. There was significant publication bias between studies ( p  < 0.001).

Seven studies ( Sui, 2017 ; Zhou et al., 2017 ; Zhou, 2019 ; Chen and Liu, 2021 ; Chen et al., 2022 ; He et al., 2022 ; Rao, 2022 ) reported that music therapy improved the self-help ability of children with ASD. The combined effect size SMD was −2.14 (95%CI = −3.17, −1.10), with significant heterogeneity between studies ( Q -test: χ 2 (6) = 173.07, p  < 0.001; I 2 = 97%). Subgroup analysis showed that here was no significant difference observed between the self-help scores of papers published before 2020 and those published in 2020 and after (SMD: −3.94 vs. −0.96, Pinteraction = 0.13). From the perspective of paper quality evaluation, studies with low risk, moderate risk, and high risk had an SMD of −1.77, −2.72, and −1.85 respectively, Pinteraction = 0.72. With respect to age, there was a significant difference observed between participants over 7 years old and those under 7 years old (SMD: −6.7 vs. −1.45, Pinteraction<0.001). In terms of the duration of intervention, less than 12 weeks duration led to significantly higher scores than a duration greater than 12 weeks (SMD: −2.88 vs. −0.52, Pinteraction = 0.005). Due to the small number of the included studies that reported an effect of music therapy on the self-help ability of children with ASD, meta-regression and sensitivity analysis were not performed. There was significant publication bias between studies ( p  = <0.001).

The study population comprises children diagnosed with ASD and primarily focuses on individuals aged 13 and below. We included 18 independent studies, and through the synthesis and interpretation of these studies, our results suggest that combining music therapy with conventional treatment can effectively improve the therapeutic outcomes for children with ASD. Our research differs from previous meta-analyses as it focuses on two aspects of ASD: language communication and social skills deficits in individuals with ASD. Each study included in our analysis evaluated social and language impairments in children with autism spectrum disorder, with a total sample of 1,457 participants. The studies employed various music interventions, such as music therapy, music intervention, and music education. The primary outcome measure was the assessment of improvement in autism symptoms, which included not only social and language skills but also behavior, sensory perception, and self-care.

In terms of heterogeneity, the I 2 values for the language communication and social skills were 80 and 90%, respectively, suggesting a high level of heterogeneity. After further analysis and exploration, as previously reported, we identified the sources of heterogeneity. The studies we included generally indicate that music therapy has a positive effect on the treatment of individuals with autism. However, we have also observed some variability in these effect sizes, which may be attributed to differences in study characteristics and specific intervention approaches. Indeed, we must acknowledge the potential presence of publication bias and selective reporting. Additionally, we conducted an evaluation of the reliability and applicability of the research findings, and overall, we identified a significant risk of bias. Music therapy is adopted to adjust and change people’s emotions and moods through feelings, experience, and understanding of music, improve people’s attention, memory, and imagination, and cultivate the perception of beauty and creativity. Music therapy is a non-drug treatment that is highly adaptable and flexible and directly benefits the patient physically, psychologically, and socio-emotionally ( Kemper and Danhauer, 2005 ). Related studies also mentioned that ASD advocates comprehensive education and training, and music therapy is one of the auxiliary methods ( Wang et al., 2019 ). Music learning for benefits autistic patients in that children are realized through the coupling of perception and movement and the adjustment of the sensorimotor network cortex during music learning or listening ( Sharda et al., 2019 ). In addition, studies on relevant neural mechanisms have concluded that “music therapy can activate related brain areas regulate autonomic nerves, and regulate neurotransmitter release,” providing an objective basis for the clinical application of music therapy ( Hao et al., 2023 ).

Regarding the enhancement of language proficiency, we found that music therapy enhances communication abilities by encouraging creative expression, fostering active participation, and facilitating emotional expression in individuals with autism. It is important to select appropriate music based on the child’s age, consider group or individual therapy depending on the situation, and pay attention to the timing of music therapy. The duration of treatment often yields different therapeutic effects, and extending the duration of music therapy can effectively enhance language communication abilities in children with autism. The intervention time should be at least three months ( Shi et al., 2016 ), and in our study, the effectiveness of music intervention remained significant even with a duration of less than three months.

With regard to enhancing social skills, music can assist individuals with autism in expressing emotions, understanding the emotions of others, and engaging in nonverbal communication through sound, rhythm, and movement. It can also stimulate emotional responses and social interaction and facilitate communication with others. Music rhythm and melody can capture the attention of individuals with autism and increase their awareness of their surroundings. Additionally, music therapy can train nonverbal communication skills such as eye contact, body posture, and facial expressions. By providing a positive and interactive environment, music encourages active participation in social activities and enhances a sense of belonging within social groups, which ultimately improves social skills.

Although the focus of our meta-analysis was not centered around behavior, sensory perception, and self-care aspects, most of the literature also reported findings on these areas. Regarding behaviors in individuals with autism, the rhythm, melody, and harmony of music can stimulate the sensory system of the brain and provide positive and predictable sensory experiences to alleviate anxiety and stress, thus reducing the occurrence of maladaptive behaviors. Music therapy can also help individuals with autism reduce repetitive, stereotyped, and aggressive behaviors. In terms of sensory perception, music therapy can regulate the sensory system through appropriate auditory stimulation, helping patients better process and adapt to external stimuli. For example, gentle and harmonious music can create a soothing environment, alleviate hypersensitivity to sensory experiences, and improve attention and focus in individuals with autism. Finally, in terms of self-care, music therapy can assist individuals in learning and mastering self-care skills such as grooming, dressing, and eating through elements such as rhythm, lyrics, and movement. Music can serve as a heuristic tool, providing positive feedback and encouragement to motivate individuals with autism in developing their self-care abilities.

The study has several limitations which are mainly reflected in the following aspects: (1) Despite strict criteria for inclusion and exclusion of literature, the included forms of music therapy varied, and the duration, frequency, and intensity of interventions were also different. This variability may have an impact on the reliability of the results. (2) Music therapy is often combined with other conventional treatments, but there is a lack of professional music therapists who are familiar with medicine and psychology in China. Therefore, qualified music therapists cannot be guaranteed ( Yu et al., 2021 ). (3) Currently, there is a lack of in-depth research on the specific mechanisms of the impact of music therapy on language and social impairments in children with autism. Further carefully designed studies are needed to reveal its exact effects. 4; Existing studies have issues such as small sample sizes, lack of control groups, or long-term follow-up, which require more rigorous research designs to evaluate the overall effectiveness and sustainability of music therapy. 5; Future research should further explore the optimal implementation of music therapy in the treatment of autism, including its specific benefits and synergistic effects with other intervention measures, in order to provide more comprehensive and evidence-based guidance for clinical practice.

In addition, although we searched Chinese and foreign databases, the treatment outcomes mainly focused on the improvement of language and social skills, and Chinese literature accounted for all the included studies. On the other hand, the assessment tools were relatively simple, and the quality assessment indicated that the quality of the included literature was not satisfactory. Therefore, a large number of high-quality literature at home and abroad will be needed in the future.

In summary, music therapy can effectively improve the social skills and language communication ability of children with ASD, and enhance their behavioral ability, sensory perception, and self-care skills, having a positive effect on the improvement of the quality of life in children with ASD. Music therapy is worth promoting for early intervention in children with ASD. It is non-invasive, easy to implement, and suitable for the majority of ASD children.

Although our conclusion is that music therapy is effective, the specific intervention methods included in the literature vary. For example, there are differences in the selection of music for children of different age groups, the timing and duration of interventions, and the criteria for selecting professional music therapists. At the same time, research specifically focusing on language and social impairments in children with ASD under the context of music therapy is still limited. Further carefully designed studies are necessary to explore the exact mechanisms through which music therapy influences language development and social skills in this population. Lastly, it is necessary to conduct more rigorous research with larger sample sizes and control groups to determine the overall effectiveness and long-term sustainability of music therapy as a complementary intervention for ASD. These aspects are worth further investigation in future research.

In conclusion, although preliminary evidence suggests that music therapy has great potential in enhancing various functional domains, including social interaction and communication, in children with ASD, more comprehensive research is needed to determine the specific benefits and optimal implementation of music therapy in a broader context of ASD treatment.

Data availability statement

The original contributions presented in the study are included in the article/ Supplementary material , further inquiries can be directed to the corresponding author.

Author contributions

ZS: Data curation, Formal analysis, Methodology, Resources, Software, Writing – original draft. SW: Data curation, Formal analysis, Resources, Writing – original draft. MC: Data curation, Writing – original draft, Methodology, Software. AH: Writing – original draft, Investigation, Resources, Validation. QL: Writing – original draft, Methodology, Project administration, Visualization. YL: Conceptualization, Funding acquisition, Supervision, Writing – review & editing.

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This work was supported by the National Social Science Foundation [grant number 18BYY091] and The Doctors’ Project of North Sichuan Medical College CBY22-QDA24.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Supplementary material

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1336421/full#supplementary-material

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Keywords: music therapy, autism spectrum disorder, children, language communication, social skill

Citation: Shi Z, Wang S, Chen M, Hu A, Long Q and Lee Y (2024) The effect of music therapy on language communication and social skills in children with autism spectrum disorder: a systematic review and meta-analysis. Front. Psychol . 15:1336421. doi: 10.3389/fpsyg.2024.1336421

Received: 13 November 2023; Accepted: 12 April 2024; Published: 07 May 2024.

Reviewed by:

Copyright © 2024 Shi, Wang, Chen, Hu, Long and Lee. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Yujun Lee, [email protected]

† These authors have contributed equally to this work

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Music Theses and Dissertations

Theses/dissertations from 2023 2023.

Comprehensive Method for Clarinet Latin American Music Heritage Case Study – Venezuela , Carmen Teresa Borregales

Contemporary Vocal Pedagogy in the Choral Ensemble Rehearsal: A Guide for Secondary Educators , Luke Lee Browder

A Pedagogical and Analytical Study of the Carnatic Saxophone Performance Tradition of Kadri Gopalnath , Caleb James Carpenter

Symphony No. V: Elements (Julie Giroux, 2018); An Overview Of Programmatic Elements and Performance Devices , Zackery Augustus Deininger

A Conductor’s Guide to Lucrecia Roces Kasilag’s Misang Pilipino (1965) , Denise Ysabel Ellis

The Theory of Intonation: Boris Asafiev and the Russian Piano School Tradition , Polina Golubkova

A Comparative Analysis of Samuel Barber’s Third Essay for Orchestra, Op. 47 , David Abrams Gordon

Injury Prevention Exercise Guidelines for Flutists , Ziqing Guan

Luis Abraham Delgadillo: A Rediscovery of His Piano Music , Fanarelia Auxiliadora Guerrero López

A Holistic Approach for Neurodivergent Learners In the High School Choral Classroom , Peter Allen Haley

Creative Insights on the Commissioning, Analysis, and Performance of Four New Works for Saxophone , Andrew Joseph Hutchens

An Analysis of Selected Vocal Works by George Walker , Ginger Sharnell Jones-Robinson

Bohuslav Martinů’s Eight Preludes For Piano H. 181: Style Analysis and Pedagogical Approaches In Piano Performance , Jinkyung Kim

An Investigative Analysis of Fernando Sor’s Introduction and Variations on “O Cara Armonia” From Mozart’s The Magic Flute , Luke James Nolan

The Film Score Music of John Williams: A Guide to Selected Works for the Principal Percussionist , Andrew Charles Crozier Patzig

Appalachian Dreams: Traditional Folk Songs in Concert Literature for Classical Guitar , Jackson Douglas Roberson

“Everything Old Is New Again”: The Rise of Interpolation in Popular Music , Grayson M. Saylor

How Do They Do It: A Narrative of Disabled Public School Instrumental Ensemble Conductors and Their Positive Working Relationships With Their Administrators , Lia Alexandria Patterson Snead

The Impact Of Incorporating Self-myofascial Release Into Voice Lessons: A Six-week Study , Benjamin Stogner

The Post-Tonal Evolution of David Diamond: A Theoretic-Analytical Perspective , William John Ton

Fourth-Grade and Fifth-Grade Cover-Band Classes: An Action-Research Project Inspired By Popular Music Education and Music Learning Theory , Julia Turner

Theses/Dissertations from 2022 2022

Social Music Interactions and Vocal Music Improvisations in a Serve and Return Music Community , Kathleen Kaye Arrasmith

Comfort Food for the Ears: Exploring Nostalgic Trends in Popular Music of the Twenty-First Century , April K. Balay

A Performance Guide to “Four Piano Pieces, Opus 1” By Evgeny Kissin , Andrew Choi

Timeless Light: A Singer’s Compendium of Art Songs for Tenor By Black Composers , Johnnie J. Felder

Negotiating Nationalism: Camille Saint-Saëns, Neoclassicism, and the Early Music Renaissance in France , Joshua Arin Harton

An Analysis of the Compositional Technique and Structures Of Nikolai Kapustin’s Piano Sonata No. 6, Opus 62 , Hyun Jung Im

Adapting North American Fiddle Bow Technique to the Double Bass , Spencer Jensen

Approaches to Teaching Music Counting to Piano Students with Autism Spectrum Disorder , Sunghun Kim

Redefining Ornamentation as Formal Functions in 21 st -Century Popular Music , Matthew Kolar

Lost in Translation: The Largely Unknown Life and Contributions of Johann Joachim Quantz , Kayla Ann Low

Broadway Quodlibets as Hybrid Music , Spencer Ann Martin

Redistributing Cultural Capital: Graduate Programs In Wind Conducting at Historically Black Universities; Toward an Alternate Future , Jamaal William Nicholas

Analysis of Selected Pieces Influenced by Taiwanese Aboriginal Music for Solo Violin and String Quartet , Isabel Hsin-Yi Ong

Margaret Rowell: Pedagogical Approach and Teaching Style , Robert-Christian Sanchez

A Performance Guide to Hyo-Geun Kim’s Art Pop for Korean Art Songs , Taeyoung Seon

Examining Sixth-Grade Students’ Music Agency Through Rhythm Composition , Robert Zagaroli Spearman

Theses/Dissertations from 2021 2021

Pedagogical Solo Piano Nocturnes: A Progressive Leveling With Annotations on Stylistic, Technical, and Musical Challenges and Benefits , Michaela Anne Boros

Disparities in Programming African American Solo Vocal Music On College Campuses Across the United States , Ramelle Brooks

Quantitative Data Collection on the Fundamental Components Of Saxophone Tone Production , Matthew Troy Castner

Music as Complementary and Alternative Medicine (CAM) Therapy: An Exploratory Literature Review , Amy Arlene Clary

The Music Festival: A Case Study on the Establishment, Development, and Long-Term Success of an Instrumental Music Education Event From a Logistical Perspective , Dakota Corbliss

An Orchestral Conductor’s Guide to the James/Daehler Edition Of The Hinrichs and Winkler Compilation Score to the 1925 Silent Film The Phantom of the Opera , Hayden Richard Denesha

An Annotated Bibliography of Flute Repertoire by Iranian Female Composers , Roya Farzaneh

Composers and Publishers of Parlor Songs and Spirituals from Civil War Richmond: 1861 – 1867 , Michael Gray

A Comparison of Approaches to Pianoforte Technique in the Treatises of Lhevinne, Leimer, and Neuhaus , Louis S. Hehman

The History and Influence of Tim Zimmerman and The King’s Brass , Eric Tyler Henson

A Stylistic Analysis of Edvard Grieg’s Slåtter , Norwegian Peasant Dances, Op. 72 , Zhiyuan He

Transcribing Baroque Lute to Marimba: Viability, Techniques, and Pedagogical Possibilities , Cory James High

One Elementary General Music Teacher’s Uses of and Experiences With Gordon’s Music Learning Theory: A Case Study , Allison Elizabeth Johnson

Cancion Y Danza, Fetes Lointaines, Paisajes By Federico Mompou: A Stylistic Analysis , Qiaoni Liu

The Apprenticeship Structure and the Applied Pedagogical Methods Of the Holy Roman Empire Imperial Trumpeters’ Guild During The 17 th and 18 th Centuries , Noa Miller

Survey of Four North American and Malaysian Theory Methods for Young Pianists , Wen Bin Ong

A Conductor’s Guide to J. N. Hummel’s Forgotten Oratorio: Der Durchzug Durchs Rote Meer , Rebecca J. Ostermann

A Practical Approach for the Applied Voice Instructor Utilizing Limited Piano Skills in the Studio Setting , Lee Whittington Ousley

Adele Aus Der Ohe: Pioneering Through Recital Programming At Carnegie Hall, 1895 , Grace Shepard

Ten Years of Japanese Piano Pedagogy (2009-2018) Through a Survey of Educational Resources , Natsumi Takai

A Comparative Analysis of Selected Works by Chen Qigang: Wu Xing, L’éLoignement, and Luan Tan , Isaac Ormaza Vera

A Pedagogical Analysis of Henglu Yao’s Microkosmos From Chinese Nationalities , Yanting Wang

A Stylistic and Pedagogical Analysis of Select Classical Pieces In Alicia’s Piano Books by Ananda Sukarlan , Karen Kai Yuan Yong

Co-Constructive Music Improvisers: An Ethnographic Case Study , Emma Elizabeth Young

Theses/Dissertations from 2020 2020

Performance History of Mahler’s Das Lied Von Der Erde Focusing on Bruno Walter and Leonard Bernstein , Nisan Ak

The Mathematics of Rubato: Analyzing Expressivetiming in Sergei Rachmaninoff’s Performances of Hisown Music , Meilun An

Electronic Learning: An Educator’s Guide to Navigating Online Learning in a Collegiate Horn Studio , Michelle Beck

The Clarinet Music of Dr. Austin Jaquith: A Performance Guide , Zachary Aaron Bond

Young Children’s Behaviors During Favorite-Music Repertoire And Other-Music Repertoire , Vanessa Caswell

Five Pieces for Piano by Isang Yun and Piano Etude No.1 by Unsuk Chin: An Analysis , Inhye Cho

Natural Reed Enhancement: Establishing the First Universal Reed Break-In Process Through Hydro-Stabilization , Steven Isaac Christ

Performance Edition of Franz Simandl’s 30 Etudes for the String Bass With Critical Commentary , Austin Gaboriau

A Legacy Preserved: A Comparison of the Careers and Recordings of Stanley Drucker and Karl Leister , Peter M. Geldrich

An Index of Choral Music Performed During the National Conventions of the American Choral Directors Association (1991-2019) , Jonathan Randall Hall

A Stylistic Analysis of Reinhold Glière’s 25 Preludes for Piano, Op. 30 , Sunjoo Lee

The Singing Voice Specialist: An Essential Bridge Between Two Worlds , Rebecca Holbrook Loar

A Pedagogical Analysis of DvořáK’s Poetic Tone Pictures, Op. 85 , Nathan MacAvoy

Focal Dystonia Causes and Treatments: A Guide for Pianists , Juan Nicolás Morales Espitia

Cultivating Socially Just Concert Programming Perspectives through Preservice Music Teachers' Band Experiences: A Multiple Case Study , Christian Matthew Noon

The Clarinet Repertoire of Puerto Rico: An Annotated Bibliography of Compositions Written for the Clarinet During the Twentieth and Twenty-First Centuries , María Ivelisse Ortiz-Laboy

A Stylistic Analysis of Alexander Tcherepnin's Piano Concerto No. 4, Op. 78, With an Emphasis on Eurasian Influences , Qin Ouyang

Time’s Up: How Opera Is Facing Its Own Me Too Reckoning , Craig Price

A Trumpet Player’s Performance Guide of Three Selected Works for Trumpet, Cello, and Piano , Justin Wayne Robinson

The Early Piano Music of Richard Wagner , Annie Rose Tindall-Gibson

A Conductor’s Guide to the Da Vinci Requiem by Cecilia McDowall , Jantsen Blake Touchstone

Composition of Musical and Visual Devices to Create Moments of Resolution in Marching Arts Production Design , Ryan John Williams

Romanticism in Nineteenth-Century Russian Nationalistic Music: Case Studies of Glinka’s Ruslan and Lyudmila and Cui’s Mystic Chorus , Jeffrey Crayton Yelverton Jr.

Theses/Dissertations from 2019 2019

Communicative Language in the Compositional Output of Kirke Mechem , Kirstina Rasmussen Collins

Vladimir Pleshakov: A Historiography And Analysis of his Liturgy of St. John Chrysostom , Andrew Cameron Pittman

An Analysis of the Compositional Technique and Structures of Howard Hanson's Symphony No. 1 in E Minor, Op. 22 “Nordic” , Eunseok Seo

Theses/Dissertations from 2018 2018

Serial Techniques in Works for Unaccompanied Trumpet , William Anonie

Examining Professional Music Teacher Identity: A Mixed Methods Approach with Stringed Instrument Teachers , Elizabeth A. Reed

Guided Music Play Between 2-Year-Old Children and a Music Play Facilitator: A Case Study , Kathleen Kaye Arrasmith

Parents’ Observations Of Their Young Children’s Music Behaviors During Music Classes After Completing The Children’s Music Behavior Inventory , Julia Beck

A Theoretical and Stylistic Analysis of Paul Ben-Haim’s Five Pieces for Piano, Op. 34 and Piano Sonata, Op. 49 , Rachel Bletstein

The Influence Of Mindful Movement On Elementary Students’ Music Listening Enjoyment And Comprehension , Jean Louise Boiteau

Delphine Ugalde: Defying Gender Norms Both On And Off The Stage In 19th Century Paris , Michael T. Brown

A Guide for Playing the Viola Without a Shoulder Rest , Chin Wei Chang

Tertian Relationships In Three Choral Selections By Dan Forrest: A Conductor’s Analysis , Lindsey Cope

Translucent Voices: Creating Sound Pedagogy And Safe Spaces For Transgender Singers In The Choral Rehearsal , Gerald Dorsey Gurss

Seventeen Waltzes For Piano By Leo Ornstein: A Stylistic Analysis , Jared Jones

The Kingma System Flute: Redesigning The Nineteenth-Century Flute For The Twenty-First Century , Diane Elise Kessel

The Effects Of Learning By Rote With La-Based Minor Solmization On Memory Retention For Pre-College Piano Students , Duong Khuc

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Digital Commons @ USF > College of The Arts > School of Music > Theses and Dissertations

Music Theses and Dissertations

Theses/dissertations from 2023 2023.

A Novel Jazz Music Curriculum for Young Children: Results of A Pilot Study , Jazmin D. Ghent

Theses/Dissertations from 2022 2022

Where We Live and Learn to Know: An Oral History of the Rochelle High School Music Program , John Sargeant

Theses/Dissertations from 2021 2021

School Music Administration During the COVID-19 Pandemic: Trauma, Loss, Meaning, Change, and Innovation , Christopher Burns

Development and Validation of a Scale to Measure Songwriting Self-Efficacy (SSES) with Secondary Music Students , Patrick K. Cooper

Measuring Parental Involvement as Parental Actions in Children’s Private Music Lessons in China , Cancan Cui

Instrumental Music Instruction and Executive Functions: A Cross-Sectional Study of Romanian Children (10-12 Years) , Adrian Sorin Iordache

Racial and Ethnic Difference in Music Performance Self-Efficacy Among Undergraduate Students , George W. Shannon Ii

Theses/Dissertations from 2020 2020

Vocal Health of Choral Singers from Kenya and the United States: Dysphonia and Vocal Fatigue in Relation to Musical Genres , Morgan Jolley Burburan

Theses/Dissertations from 2019 2019

Two Phenomena in Contemporary Music Education: Mental Toughness and the Law , Jason R. Sivill

Theses/Dissertations from 2018 2018

The Making of a Nationally Recognized Band in a Small, Private Liberal Arts University: The Historical Significance of the Bobby L. Adams Years, 1987-2012 , Joshua David Blair

The Effects of a Self-Regulated Learning Music Practice Strategy Curriculum on Music Performance, Self-Regulation, Self-Efficacy, and Cognition , Kimberly N. Mieder

Music Software in the Compositional Learning Process , Daniel L. Nevels

Behavioral, Affective, and Cognitive Engagement of High School Music Students: Relation to Academic Achievement and Ensemble Performance Ratings , Joel E. Pagán

Theses/Dissertations from 2017 2017

Re-envisioning Music Teacher Education: A Comparison of Two Undergraduate Music Education Programs in the U.S. , Jonathan Ross Kladder

Music Ensemble Participation: Personality Traits and Music Experience , Tracy A. Torrance

Theses/Dissertations from 2016 2016

Influence of Musical Engagement on Symptoms of Tourette’s Disorder , William Christopher Brown

Motivation of Adult, Auditioned Community Choirs: Implications toward Lifelong Learning , David James Redman

The Effects of Technical and Imagery-based Instruction on Aspiring Performing Artists’ Acquisition of Learning Newly Composed Pieces and Improvisation and on Listeners’ Perceived Expressivity , José Valentino Ruiz-Resto

Theses/Dissertations from 2015 2015

Preference of Chinese Undergraduate Music Majors for Chinese Xi-Qu and Western Opera , Hong Chen

Secondary Band Participation and Executive Function , Dakeyan Cha' Dre' Graham

Theses/Dissertations from 2014 2014

An Examination of Cooperating Teachers' Observations of Their Student Teachers in the Areas of Personal, Teaching, and Musical Skills in the Elementary Classroom , Mark Remsen Cole

I Did That Wrong and It Sounded Good: An Ethnographic Study of Vernacular Music Making in Higher Education , Victor Ezquerra

Creativity-Based Music Learning: Modeling the Process and Learning Outcomes in a Massive Open Online Course , Nicholas Michael Stefanic

Theses/Dissertations from 2012 2012

The Relationship between Death Depression and Death Anxiety among Cancer Patients in Saudi Arabia , Doaa A. Almostadi

World Percussion Approaches in Collegiate Percussion Programs: A Mixed-methods Study , Patrick Michael Hernly

The Impact of Arranging Music for the Large Ensemble on the Teacher: A Phenomenological Exploration , James Teodor Lindroth

Listening in Action: Students' Mobile Music Experiences in the Digital Age , Rebecca Marie Rinsema

Theses/Dissertations from 2011 2011

The Performance Production Process of an Outstanding High School Choir , Kathy K. Rolsten

Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future , Melissa Maccarelli Slawsky

Self-Efficacy in Music Performance: Measuring the Sources Among Secondary School Music Students , Michael S. Zelenak

Theses/Dissertations from 2008 2008

Analytical Perspectives of Thematic Unity: Applications of Reductive Analysis to Selected Fugues by J.S. Bach and G.F. Handel , Adam C. Perciballi

Theses/Dissertations from 2007 2007

Expanded Tonality: The Treatment of Upper and Lower Leading Tones As Evidenced in Sonata "Undine,” IV by Carl Reinecke , Joshua Blizzard

Theses/Dissertations from 2005 2005

The Compositional Style of Francesco Geminiani: a Reflection of Theory and Practice in His Music and Guida Armonica Treatise , Valerie R. Weber

Theses/Dissertations from 2004 2004

An Application of the Grundgestalt Concept to the First and Second Sonatas for Clarinet and Piano, Op. 120, No. 1 & No. 2, by Johannes Brahms , Devon Burts

The French Art Song Style in Selected Songs by Charles Ives , Christy Jo Talbott

Theses/Dissertations from 2003 2003

Music Programs that Engage Our Communities: Making a Stronger Connection , La Gretta Snowden

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The work of music therapy: Helping others reach their full potential through music

Music therapy isn't a one-size-fits-all profession. Music therapists are skilled not only in finding creative and unique ways to help clients express themselves, but also in fostering a sense of well-being in their clients. As dealing with human emotions is so complex, music therapists must be thoroughly trained to understand and respond to those complexities. This requires years of schooling and training.  

Music therapists require specialized training

Music therapists are highly trained, board-certified practitioners who work with a wide variety of individuals to address their unique needs in physical, emotional, cognitive, and social domains. Their patients can include those with developmental disorders, mental health disorders, neurological conditions, trauma, and other medical needs. A music therapist works in many different settings: hospitals; individual clinics; group therapy settings; classrooms; and more.  

Because of the wide variety of settings and clients that music therapists work with, they need comprehensive and diverse training. Before becoming a board-certified music therapist, a person has to get a bachelor’s degree in music therapy. The curriculum for a bachelor's degree in music therapy is designed to provide basic education in three main areas: musical foundations; clinical foundations; and music therapy foundations and principles as outlined in the American Music Therapy Association Professional Competencies .

What education do music therapists need?

Education in music therapy includes a few different tracks. A student engaging in this education would learn music theory and music history, receive training in playing instruments (you will play a main instrument like guitar, for example, and then undergo introductory training on many others), and practice performing in front of audiences. Depending on the music therapy program, this training will come in the form of testing, formal performances, one-on-one instruction, and practicum.  

While music therapists cannot make formal clinical diagnoses, they do need to have an in-depth understanding of mental health conditions. As you’ve read here, assessment is a very important part of a music therapist’s job. Whether a client already has a formal mental health diagnosis, or they are exhibiting symptoms of a mental health condition, a music therapist has to understand what tools can be used to best treat the client. Because of this, people training to be music therapists receive plenty of education in the clinical foundations of mental health and psychology.  

Standards of conduct and best practices for music therapists

Music therapists adhere to specific standards for clinical interventions and ethical conduct in professional practice, which are defined by several AMTA documents. These include the Scope of Music Therapy Practice , Music Therapists' Standards of Clinical Practice , Music Therapists’ Code of Ethics and the AMTA Professional Competencies, which define the current entry-level skills of a music therapist who has completed either a bachelor's degree or its equivalent in music therapy. As part of their training and in their professional lives, music therapists become very familiar with these principles.

After all of the educational training with the clinical training and internship, aspiring music therapists go on to take the national board certification exam to get the credential MT-BC (Music Therapist - Board Certified), which is required for professional practice.