dc.contributor.advisor | Johnson, Christopher M | |
dc.contributor.author | Hernandez-Ruiz, Eugenia | |
dc.date.accessioned | 2018-10-26T20:46:55Z | |
dc.date.available | 2018-10-26T20:46:55Z | |
dc.date.issued | 2018-05-31 | |
dc.date.submitted | 2018 | |
dc.identifier.other | http://dissertations.umi.com/ku:15849 | |
dc.identifier.uri | http://hdl.handle.net/1808/27095 | |
dc.description.abstract | Early intervention has been considered best practice for children at risk or diagnosed with Autism Spectrum Disorders for at least a decade. However, professional services can be limited due to availability or cost constraints. Parent-mediated interventions, where parents are trained in effective strategies to support their child’s development, have been investigated as a viable alternative. In music therapy, such services are scarce. The present work attempted to develop a model for parent coaching of music interventions anchored in the Parent-Early Start Denver Model (P-ESDM, Rogers et al., 2012). Three independent, yet connected, studies were undertaken: a systematic review of parent-mediated music interventions, development of a conceptual framework of parent coaching of such interventions, and a limited-efficacy study with an alternating treatment design. Results showed that parent education in music therapy is an emerging research interest, particularly in the last five years (2012-2017). An extensive narrative review of the literature in music, autism, and parent-mediated interventions showed that music could enhance the relationship-based treatment model by supporting the psychophysiological synchronicity of parent and children. Finally, a single-case study showed that parents can indeed learn the strategies and achieve initial fidelity, and that music might enhance the child’s communicative responses, compared to the original P-ESDM. Future research should study different approaches to music training that complement the P-ESDM coaching, as well as other feasibility measures. | |
dc.format.extent | 211 pages | |
dc.language.iso | en | |
dc.publisher | University of Kansas | |
dc.rights | Copyright held by the author. | |
dc.subject | Music therapy | |
dc.subject | Individual & family studies | |
dc.subject | Disability studies | |
dc.subject | autism | |
dc.subject | music-based | |
dc.subject | music intervention | |
dc.subject | parent coaching | |
dc.subject | parent-mediated | |
dc.subject | P-ESDM | |
dc.title | Parents can do it, too: Developing a model to coach parents in the use of music interventions for children with ASD (systematic review, conceptual framework and limited-efficacy study) | |
dc.type | Dissertation | |
dc.contributor.cmtemember | Colwell, Cynthia M | |
dc.contributor.cmtemember | Hanson-Abromeit, Deanna | |
dc.contributor.cmtemember | Daugherty, James F | |
dc.contributor.cmtemember | Roberts, Michael C | |
dc.thesis.degreeDiscipline | Music Education & Music Therapy | |
dc.thesis.degreeLevel | Ph.D. | |
dc.identifier.orcid | https://orcid.org/0000-0001-9133-7642 | |
dc.rights.accessrights | openAccess | |