Empowering Exceptional Children

Empowering Exceptional Children

Effectiveness of Rhythmic Singing Training Program on Emotion Regulation of Adolescents with Autism Spectrum Disorder

Document Type : Original Article

Authors
Fatemeh Taghilou 1
Leila Kashanivahid 2
Samira Vakili 3
1 Master of Psychology of Exceptional Children, Science and Research Branch, Islamic Azad university, Tehran, Iran
2 Assistant Professor, Departement of Psychology and Special Education, Islamic Azad University, Science and Research Branch, Tehran, Iran.
3 Assistant Professor, Department of Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran.
10.22034/ceciranj.2021.235700.1405
Abstract
This study was conducted with the aim of investigating the effectiveness of a rhythmic singing training program on emotion regulation in adolescents with Autism Spectrum Disorder. For this purpose, 20 students with Autism Spectrum Disorder were selected and randomly divided into two groups, an experimental and a control group, based on their age, IQ, and level of functioning. Emotion Regulation Checklist (Shields & Cicchetti, 1998) was used as a measurement tool in this study. The experimental group experienced 15 sessions of rhythmic singing (45 minutes per session) and the control group waited on the waiting list. At the end, the emotion regulation checklist was again used for the posttest phase and all data were analyzed with SPSS software using Multiple Analysis of Covariance (MANCOVA). The findings showed that rhythmic singing training program was effective on emotion regulation of adolescents with Autism Spectrum Disorder with an effect size of 0.313 (p≤0.01). Thus, this intervention can be used to enable exceptional adolescents to improve their emotion regulation, especially adolescents with autism spectrum disorders.
Keywords
Rhythmic Singing Training Program
Emotion Regulation
Adolescents with Autism Spectrum Disorder
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (DSM-5) (5th Ed.). American Psychiatric Pub.
Berkovits, L., Eisenhower, A., & Blacher, J. (2017). Emotion regulation in young children with autism spectrum disorders. Journal of Autism Developmental Disorder, 47(1), 68-79.
Bharathi, G., Jayaramayya, K., Balasubramanian, V., & Vellingiri, B. (2019). The potential role of rhythmic entrainment and music therapy intervention for individuals with autism spectrum disorders. Journal of Exercise Rehabilitation, 15(2), 180.
Cibralic, S., Kohlhoff, J., Wallace, N., McMahon, C., & Eapen, V. (2019). A systematic review of emotion regulation in children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 68, 101422.
De Barros Freitas, C. P. (2020). Neuroimaging Studies on Familiarity of Music in Children with Autism Spectrum Disorder. Doctoral dissertation. University of Toronto.
Essau, C. A., LeBlanc, S. S., & Ollendick, T. H. (2017). Emotion regulation and psychopathology in children and adolescents. Oxford University Press.
Garnefski, N., & Kraaij, V. (2006). Cognitive emotion regulation questionnaire development of a short 18 items version. Personality and Individual Differences, 41, 1045–1053.
Hernandez, L. M., Rudie, J. D., Green, S. A., Bookheimer, S., & Dapretto, M. (2015). Neural signatures of autism spectrum disorders: insights into brain network dynamics, Neuro Psychopharmacology, 40, 171–182.
Hodges, H., Fealko, C., & Soares, N. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation. Translational Pediatrics, 9(Suppl. 1), S55.
James, R., Sigafoos, J., Green, V., Lancioni, G., O’Reilley, M., Lang, R., Davis, T., Carnett, A., & Achmadi, D. (2014). Music Therapy for Individuals with Autism Spectrum Disorder: A Systematic Review. Review Journal of Autism and Developmental Disorders, 2(1), 39-54.
Karst, J. S., Van Hecke, A. V. (2012). Parent and family impact of autism spectrum disorders: A review and proposed model for intervention evaluation. Clinical Child and Family Psychology Review, 15(3), 247–277.
LaGasse, A. B. (2017). Social outcomes in children with autism spectrum disorder: a review of music therapy outcomes. Patient Related Outcome Measures, 8, 23.
Lense, M. D., & Camarata, S. (2020). PRESS-Play: Musical engagement as a motivating platform for social interaction and social play in young children with ASD. Music & Science, 3, 2059204320933080.
Mazefsky, C. A., Herrington, J., Siegel, M., Scarpa, A., Maddox, B. B., Scahill, L. (2013). The role of emotion regulation in autism spectrum disorder. Journal of American Academic Child & Adolescents Psychiatry, 52(7), 679-688.
Meulen, I., Mieke, E., Sandt-Koenderman, V., Gerard, M., & Ribbers, M. D. (2012). Melodic intonation therapy: present controversiesand future opportunities. Archives of Physical Medicine and Rehabilitation, 93(1), 46-52.
Nuske, H. J., Hedley, D., Woollacott, A., Thomson, P., Macari, S., & Dissanayake, C. (2017). Developmental delays in emotion regulation strategies in preschoolers with autism. Autism Research. 10(11), 1808-1822.
Molina, P., Nives Sala, M., Zappulla, C., Bonfigliuoli, C., Cavioni, V., Assunta Zanetti, M., Baiocco, R., Laghi, F., Pallini, S., De Stasio, S., Raccanello, D., & Cicchetti, D. (2014). The Emotion Regulation Checklist Italian translation. Validation of parent and teacher versions. European Journal of Developmental Psychology, 11(5), 624–634.
Radley, K. C., Dart, E. H., Brennan, K. J., Helbig, K. A., Lehman, E. L., Silberman, M., & Mendanhall, K. (2020). Social skills teaching for individuals with autism spectrum disorder: a systematic review. Advances in Neurodevelopmental Disorders, 1-12.
Samson, A. C., Hardan, A. Y., Podell, R. W., Phillips, J. M., & Gross, J. J. (2015). Emotion regulation in children and adolescents with autism spectrum disorder. Autism Research, 8(1), 9–18.
Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Dunham, K., Feldman, J. I., Crank, J., Albarran, S. A., Raj, S., Mahbub, P., & Woynaroski, T. G. (2020). Project AIM: Autism intervention meta-analysis for studies of young children. Psychological Bulletin, 146(1), 1–29.
Särkämö, T., Altenmüller, E., Rodríguez-Fornells, A., & Peretz, I. (2016). Music, brain, and rehabilitation: emerging therapeutic applications and potential neural mechanisms. Frontiers in Human Neuroscience, 10, 103.
Shadra, M., Silani, G., Specht, K., Tillmann, J., Nater, U., & Gold, C. (2019). Music therapy for children with autism: investigating social behavior through music. Child & Adolescents Health, 11(3), 65-72.
Sharda, M., Tuerk, C., Chowdhury, R., Jamey, K., Foster, N., Custo-Blanch, M., Tan, M. Nading, A., & Hyde, K. (2018). Music improves social communication and auditory–motor connectivity in children with autism. Translational Psychiatry, 8(1), 1-13.
Shields, A., Cicchetti, D. (1997). Emotion Regulation Checklist [Measurement Instrument]. Princeton, NJ: Educational Testing Service.
Sirinivasan, S., & Bhat, A. (2013). A review of “music and movement” therapies for children with autism: embodied interventions for multisystem development. Frontiers in Integrative Neuroscience, 7(22), 232-244.
Vaillancourt, T., Haltigan, J.D., Smith, I., Zwaigenbaum, L., Szatmari, P., & Fombonne, E. (2017). Joint trajectories of internalizing and externalizing problems in preschool children with autism spectrum disorder. Developmental Psychopathology, 29(1), 203-214.
Empowering Exceptional Children
Volume 12, Issue 2
Autumn 2021
Pages 12-21

  • Receive Date 28 September 2020
  • Revise Date 04 October 2020
  • Accept Date 22 November 2020