Objective To observe the efficacy of music therapy with social stories as the main content in the treatment of children with autism. Methods Twenty-seven children with autism were randomly divided into a social story group (n=9), a music therapy group (n=9) and a control group (n=9). All three groups received comprehensive interventions in a combined medical-educational model, and music therapy was added to both the social story group and the music therapy group. All three groups were evaluated before and after 3 months of treatment (post-treatment) using the Autism Behavior Scale (ABC) and the Childhood Autism Rating Scale (CARS). After the treatment, the differences were statistically significant (P < 0.05) in the ABC scale scores, the social story group scores on the factors of interaction [(6.67 ± 5.07)] and self-care [(6.67 ± 5.07)] compared with the pre-treatment scores; the CARS scale scores, the social story group scores on the factors of physical activity [(1.33 ± 0.50)], toy use [(1.67 ± 1.00)]. ±1.00) points], visual changes [(1.67±0.50) points], auditory responses [(1.67±0.50) points], fear and anxiety [(2.33±0.50) points], verbal communication [(2.00±0.87) points], nonverbal communication [(1.33±0.50) points], intellectual responses [(2.00±0.05) points], imitation [( 2.00±0.05)], and overall impression [(2.33±0.50)] were statistically significant (P<0.05) when compared with the pre-treatment scores in the group on 10 factors. Conclusion Music therapy with social stories was effective in improving autistic children's abilities of self-care, social interaction and language.
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Objective To explore the role of music therapy in integrated intervention for children with autism. Methods Thirty children with autism were randomly divided into an experimental group (n=15) and a control group (n=15), and both groups received integrated medical-educational therapy, and music therapy was used for the experimental group. The children in the experimental group were assessed before and after the intervention with the Behavior of Autistic Children Scale (ABC) and the Developmental and Behavioral Scale (PEP). Results The experimental group showed statistically significant differences in emotional and behavioral scores compared with the control group. However, there was no statistically significant difference in sensory responses and interactions. Conclusion In a comprehensive intervention for children with autism, music therapy
Objective: To improve the treatment effect of autism in children. METHODS: Using the Autism Treatment Evaluation Scale (ATEC) as the assessment tool, we applied the conventional autism treatment with music therapy to evaluate the effects and behaviors of children with autism in the observation group. Results: After the treatment, the ATEC scale scores of the children in the observation group decreased significantly compared with those before the treatment. Conclusion: Children with autism supplemented with music therapy can improve their behaviors, enhance the treatment effect and improve the quality of life of the children and their families.
