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Dyadic Drum Playing and Social Skills: Implications for Rhythm-Mediated Intervention for Children with Autism Spectrum Disorder
- Title
- Dyadic Drum Playing and Social Skills: Implications for Rhythm-Mediated Intervention for Children with Autism Spectrum Disorder
- Authors
- Yoo, Ga Eul; Kim, Soo Ji
- Ewha Authors
- 김수지
- SCOPUS Author ID
- 김수지
- Issue Date
- 2018
- Journal Title
- JOURNAL OF MUSIC THERAPY
- ISSN
- 0022-2917
2053-7395
- Citation
- JOURNAL OF MUSIC THERAPY vol. 55, no. 3, pp. 340 - 375
- Keywords
- autism spectrum disorder; social skills; dyadic drumming; rhythm mediation; intervention
- Publisher
- OXFORD UNIV PRESS INC
- Indexed
- SSCI; SCOPUS
- Document Type
- Article
- Abstract
- Current perspectives on social skills development of individuals with autism spectrum disorder (ASD) emphasize the interplay between motor and social skills. Given the evidence supporting this relationship, studies are needed to explore the potential benefit of rhythmic behaviors to improve social skills in children with ASD. The purpose of this two-part study was to confirm the relationship between dyadic drum playing and social skills and to further develop a rhythm-mediated music therapy intervention for improving the social skills of children with ASD. In Study 1, we conducted a factor analysis to examine whether dyadic drum playing was related to social skills in 42 children with typical development and 10 children with high-functioning ASD. In Study 2, we conducted a preliminary pilot of a rhythm-mediated music therapy intervention with eight children with ASD and measured changes in social skills (e.g., imitation and engagement in joint action with others) and dyadic drum playing behaviors. Study 1 findings included identification of four factors related to dyadic drum playing. The presence of rhythmic cueing and tempo adjustment correlated with social skills, providing a strong rationale for the use of dyadic drum playing to address social skills. In Study 2, participants showed decreased asynchrony when tapping with a partner at adjusted tempi after the rhythm-mediated intervention. Furthermore, participants showed greater engagement in joint action following the intervention. This study supports potential benefit of the rhythm-mediated intervention using dyadic drum playing and provides preliminary evidence strengthening its use in the social domain for individuals with ASD.
- DOI
- 10.1093/jmt/thy013
- Appears in Collections:
- 교육대학원 > 교육학과 > Journal papers
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