A randomized controlled trial of the efficacy of music therapy on the social skills of children with autism spectrum disorder

IF 2.6 2区医学 Q1 EDUCATION, SPECIAL Research in Developmental Disabilities Pub Date : 2025-03-01 Epub Date: 2025-02-11 DOI:10.1016/j.ridd.2025.104942

Zhaowen Zhou , Xingting Zhao , Qiaoxue Yang , Tingting Zhou , Yunyan Feng , Yiping Chen , Zhuoming Chen , Cheng Deng

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Abstract

Background

Children with autism spectrum disorder (ASD) experience deficits in social skills. Music therapy (MT) has been used as a therapeutic aid for clinical disorders. This study aims to explore the effect of MT on the social skills of children with ASD and to provide evidence for clinical intervention in the social skills of children with ASD.

Methods

Children with ASD who were admitted to the Department of Children's Health Care of Zhongshan Torch Development Zone People's Hospital from April 2023 to March 2024 were continuously recruited and assigned to the experimental group and the control group by random number table. The control group received standard care only, while the experimental group added MT to standard care. The MT program is led by an occupational therapist and combines social skills training with musical activities. The training was conducted in small groups of 3–5 children for 30 minutes, three times a week for 12 weeks. The Social Responsiveness Scale (SRS-2), the Autism Treatment Evaluation Checklist (ATEC), and the Gesell Development Schedules (GDS) were performed before and after the intervention.

Results

A total of 29 children with ASD were included and randomly assigned to the MT group (n = 15) and the control group (n = 14). All participants completed the whole treatment protocol. There was no significant difference in the scores of SRS-2, ATEC, and GDS between the two groups before intervention. After 12 weeks of intervention, the scores of SRS-2 of the MT group were decreased in the social communication subscale (P < 0.05 compared to baseline and the control group) and total scores (P < 0.05 compared to baseline and the control group). The score of the ATEC scale of the MT group decreased in the speech/language/communication subscale (P < 0.05 compared to baseline and the control group), the sociability subscale (P < 0.05 compared to baseline and the control group), and the total score (P < 0.05 compared to baseline). The development quotient score of the social domain of GDS in the MT group was significantly higher than that before intervention (P < 0.05) and that in the control group (P < 0.05).

Conclusion

This study suggests that MT could effectively improve the social skills of children with ASD, and has a positive effect on language ability. MT has the potential to be an effective complement to regular social skill training.

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音乐疗法对自闭症谱系障碍儿童社交技能的疗效的随机对照试验

患有自闭症谱系障碍（ASD）的儿童在社交技能方面存在缺陷。音乐疗法（MT）已被用作临床疾病的治疗辅助手段。本研究旨在探讨MT对ASD儿童社交技能的影响，为临床干预ASD儿童社交技能提供依据。方法连续招募2023年4月~ 2024年3月中山火炬开发区人民医院儿童保健科收治的ASD患儿，采用随机数字表法将患儿分为实验组和对照组。对照组仅接受标准治疗，实验组在标准治疗的基础上加用MT治疗。MT项目由职业治疗师领导，将社交技能训练与音乐活动相结合。训练以3-5名儿童为小组，每次30 分钟，每周三次，持续12周。干预前后分别进行社会反应性量表（SRS-2）、自闭症治疗评估表（ATEC）和格塞尔发展量表（GDS）。结果共纳入29例ASD患儿，随机分为MT组（n = 15）和对照组（n = 14）。所有参与者完成了整个治疗方案。干预前两组患者的SRS-2、ATEC、GDS评分比较，差异均无统计学意义。干预12周后，MT组的社会交往量表SRS-2得分（与基线和对照组比较，P <； 0.05）和总分（与基线和对照组比较，P <； 0.05）均有所下降。MT组ATEC量表得分在言语/语言/交流分量表（P <； 0.05与基线和对照组比较）、社交分量表（P <； 0.05与基线和对照组比较）和总分（P <； 0.05与基线比较）上均有所下降。MT组GDS社会领域发展商得分显著高于干预前（P <； 0.05）和对照组（P <； 0.05）。结论MT能有效提高ASD患儿的社交技能，并对其语言能力有积极影响。MT有可能成为常规社交技能训练的有效补充。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.