Social Emotional Effects of Drumtastic®: A Dyadic within-Group Drumming Pilot Program for Children with Autism Spectrum Disorder

Autor/inn/en	Willemin, Trason; Litchke, Lyn G.; Liu, Ting; Ekins, Carrie
Titel	Social Emotional Effects of Drumtastic®: A Dyadic within-Group Drumming Pilot Program for Children with Autism Spectrum Disorder
Quelle	In: International Journal of Special Education, 33 (2018) 1, S.94-103 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Musical Instruments; Autism; Pervasive Developmental Disorders; Intervention; Children; Early Adolescents; Pretests Posttests; Social Development; Emotional Development; Program Effectiveness; Scores; Comparative Analysis; Psychological Patterns; Interpersonal Relationship; Summer Programs; Graduate Students; Mentors; Statistical Analysis; Texas + Suchen Sie Ihr Suchwort? Musikinstrument; Autismus; Child; Kind; Kinder; Soziale Entwicklung; Gefühlsbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sommerkurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistische Analyse
Abstract	Educators and practitioners working with children diagnosed with Autism Spectrum Disorder (ASD) are concerned with deficits in positive affect and social-emotional reciprocity, which may affect their daily living and school success. This pilot study explored the social-emotional impact of eight one-hour sessions of a novel dyadic within-group drumming program called Drumtastic for children with ASD at a four-week summer camp. Participants were 14 children diagnosed with ASD ranging in age from 5-14 years. Paired sample t-test revealed that children with ASD scored significantly higher on the posttest on Smiley-o-meter, t(13) = -2.193, p = 0.047 and Fun-o-meter, t(13) = -2.235, p=0.044 when compared to their pretest scores. The Social Personal Relationship Scale showed a trend for improvement but did not elicit a statistically significant change in children's social and personal skills. These results suggest that the children with ASD significantly improved in the domains of enjoyment and fun, and showed a positive trend for developing improved social relationships with peers and camp counselor partners. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01