The Impact of a School-Based Musical Contact Intervention on Prosocial Attitudes, Emotions and Behaviours: A Pilot Trial with Autistic and Neurotypical Children

Autor/inn/en	Cook, Anna; Ogden, Jane; Winstone, Naomi
Titel	The Impact of a School-Based Musical Contact Intervention on Prosocial Attitudes, Emotions and Behaviours: A Pilot Trial with Autistic and Neurotypical Children
Quelle	In: Autism: The International Journal of Research and Practice, 23 (2019) 4, S.933-942 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361318787793
Schlagwörter	Autism; Children; Music Activities; Prosocial Behavior; Student Attitudes; Emotional Response; Program Effectiveness; Performance Contracts; Bullying; At Risk Students; Music Education; Cooperation; Interaction; Peer Relationship; Elementary School Students; Foreign Countries; Pervasive Developmental Disorders; Intention; Student Behavior; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Musikalische Aktion; Schülerverhalten; Emotionales Verhalten; Leistungsvereinbarung; Mobbing; Musikerziehung; Co-operation; Kooperation; Interaktion; Peer-Beziehungen; Ausland; Student behaviour
Abstract	Children with autism are more likely to be socially excluded than their neurotypical peers. Since the majority of children with autism attend mainstream schools, interventions are needed to improve the attitudes and behaviours of their peers. Many studies highlight the influence of contact on positive attitudes and reduced discrimination. Group music-making provides an ideal opportunity for positive contact to occur in the classroom. This study evaluated the impact of music-based contact with autistic peers on the attitudes, emotions and behaviours of neurotypical children. Changes in those with autism were also assessed. Neurotypical participants (n = 55) aged 10-11 years took part in an 11-week music programme designed to increase social interaction, which either did or did not include contact with autistic children (n = 10). Measures of attitudes, emotions and behaviours were assessed at baseline and follow-up. In response to a hypothetical scenario depicting social exclusion of a child with autism, neurotypical participants in the contact group showed a greater increase in prosocial emotions and a greater decrease in tendency to be a victim than those in the no-contact group. Participants with autism also showed a 19.7% decrease in victimisation. Implications of group music-making for tackling social exclusion of children with autism are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01