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dc.contributor.advisorJohnson, Christopher M
dc.contributor.authorHernandez-Ruiz, Eugenia
dc.date.accessioned2018-10-26T20:46:55Z
dc.date.available2018-10-26T20:46:55Z
dc.date.issued2018-05-31
dc.date.submitted2018
dc.identifier.otherhttp://dissertations.umi.com/ku:15849
dc.identifier.urihttp://hdl.handle.net/1808/27095
dc.description.abstractEarly 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.extent211 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectMusic therapy
dc.subjectIndividual & family studies
dc.subjectDisability studies
dc.subjectautism
dc.subjectmusic-based
dc.subjectmusic intervention
dc.subjectparent coaching
dc.subjectparent-mediated
dc.subjectP-ESDM
dc.titleParents 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.typeDissertation
dc.contributor.cmtememberColwell, Cynthia M
dc.contributor.cmtememberHanson-Abromeit, Deanna
dc.contributor.cmtememberDaugherty, James F
dc.contributor.cmtememberRoberts, Michael C
dc.thesis.degreeDisciplineMusic Education & Music Therapy
dc.thesis.degreeLevelPh.D.
dc.identifier.orcidhttps://orcid.org/0000-0001-9133-7642
dc.rights.accessrightsopenAccess


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