The combined activities and techniques of musical stimuli can play a potential role in the treatment of people with autism.
These techniques help to facilitate and support the desire to communicate, break patterns of isolation and interaction in external experiences, reduce repetitive and stereotyped behaviors, and imitate the words of others and not use a functional language.
They can also be useful for teaching social skills and increasing language comprehension. However, it should be noted that due to individual differences among people with autism, no general rules can be applied to treatment.
While one person may respond positively to a particular technique, the other may easily be harmed by that technique. To find out more about autism, what is the study of autism? We suggest a variety of causes and treatments.
Music can be a powerful tool. For example, breaking patterns of isolation by providing alternatives to musical stimuli is one of the functions of this treatment method. However, musical stimuli can also cause motor behaviors or sensory overload. Therefore, they must be carefully monitored. For this type of treatment, the presence of a musicologist is necessary. Because there are conditions under which music can have harmful effects, and if the wrong treatment is used, it can prevent a successful treatment and have the opposite effect.
Music can act as an attractive and helpful link for an autistic person to communicate with others, and is very effective in shaping and strengthening social behavior and motivating them to communicate with the autistic person. It raises the level of awareness. Music therapy techniques help to produce and amplify sounds, as well as the speech of an autistic person, and are useful for stimulating mental processes and paying attention to concepts, symbols, and comprehension. This therapy can be used as an incentive to speak. To be placed. Research shows that learning wind instruments helps learn speech and sound. They can also enhance awareness and practical use of the lips, tongue, jaw, and teeth.
The use of melodies and strong rhythmic patterns help to strengthen attention and focus and comprehend speech and speech. Music, therapy, as well as the development of appropriate perceptual and motor development and the integration of different sensory experiences and motor responses. Avoiding new sensory experiences in them, music can also help with this problem and draw their attention to a new sense (such as listening to music) at the same time. Action songs may also develop auditory coordination and increase awareness. Lead.
The practical use of fingers and hands can be practiced first by playing with a hammer or on a keyboard. At a more complex level of perceptual learning sequence, one can first separate and then work in combination with the concepts of sub-bass, low-pitched, intermittent, and fast-paced. To do this, you can also use a variety of tempo or percussion instruments. Music is used to motivate and encourage people with autism. It may also be a useful context for encouraging and developing curiosity and exploratory pleasure for people with autism. A musician named Juliet Alvin claims that this treatment provides the conditions for an autistic person to behave freely in certain ways (e.g. Noise, shouting and pounding (as well as freedom from fear, retaliation and threatening stimuli, etc.)
This treatment is a non-annoying and non-threatening means of communication for an autistic person, which creates pleasure and promotes emotion and emotional satisfaction in him. The music world can help socially to express one's worth and achievement in an autistic person. Learning music can have a great impact on strengthening the intelligence, creativity, math and reasoning of these people. Research has shown that singing and playing percussion instruments It will also be helpful for children with reading disorders. Engaging in rhythmic movements during singing may increase the ability to analyze words for people with autism. Music or harmonizing singing with others and simultaneous movements in rhythmic or musical actions with the feeling of being together in a group is a spark for communication between It will be individual.
To get more information about autism spectrum disorder, we suggest you read the article on autism and treatment of toe ticks.
The effects of music on coarse motor skills
Trying to synchronize hand and body movements in playing a song helps the movement of the autistic person. Experiences of musical instruments that require good motor skills are useful for promoting fine motor coordination and proper sequencing. Musical instruments such as piano, guitar and drums are of this type. One of the things that is done in this process is to tell the autistic person to walk while playing the rhythm of the metronome. This causes several limbs to be involved at the same time, which is beneficial for his motor coordination.
Dance, which involves several limbs at the same time, will have a positive effect on people with autism. The most important elements in music therapy are listening, singing, making music, and so on.
Uses of music therapy to treat autism spectrum disorder
1-Reducing isolationist and secluded behaviors in children with autism.
Music is full of communication factors. Children with autism inevitably interact with therapists, peers, musical instruments, and the music itself in music therapy sessions. Expanding the scope of communication can help a lot to reduce the weakness of these children in the field of communication with their surroundings. Success in this area depends on a structured, experienced, patient and enthusiastic therapist program.
An experienced music therapist can design a program to engage a child with autism. He can organize experiences to minimize the sensory and motor problems that these children usually focus on. They give.
2-Development of verbal and speech relations
Children with autism have difficulty using symbols. They cannot substitute anything for what they do not see or hear. The language of these children is usually dumb and incomprehensible and is mostly in the form of incomprehensible and limited sounds. Music therapy techniques try to facilitate phonetic speech processes and activate mental processes in comprehension, symbolization, comprehension.
Some autistic children show an unusual sensitivity to music. A group chooses instruments with specific sounds or is interested in subwoofer sounds. This unusual response of these children to music brings them closer to non-musical goals such as speech development and social development; that’s why many music therapists are interested in working with these children.
In music classes, repeating simple words, even a meaningless short speech, along with singing and music can lead to the development of language and speech in this child. Meaningful phrases and music, if presented with visual and tactile cues, can facilitate the healing process.
3-Reduce sensory and perceptual problems
The atmosphere of music therapy sessions is full of sensory stimuli for the child with autism. Music should be presented to the child in a regular structure. Because children with autism suffer from a variety of sensory disorders, music therapy helps the child with autism to unite in the perceptions of one sense. Also, due to the multi-sensory experiences, there is a kind of integration within the sensory data. The process of listening and paying attention to music and sound in children with autism should be carefully considered by therapists.
Introduction of some instruments used in music therapy
Keyboard:
There are many benefits to using a keyboard, with a few examples:
. Change mode
. Change the pattern
. Dynamics
Changing the tonality of the main theme (in a piece of music where the combination of sounds is created by the indoctrination of notes, there is a "preferred sound" under the piece of the whole piece, which is the main liquid of the song and is called tonality.)
Create motion:
The above are essential components of a treatment plan. This instrument can be used for people with severe auditory sensitivities, such as people with autism.
Acoustic piano:
This instrument can emit rich sounds and stimulate multiple sensations such as hearing, hearing and inner stimuli. The therapist can sit the child behind the piano and communicate with his or her body - to further stimulate a sense of well-being and to stimulate more internal stimuli. This instrument has the ability to emit strong sounds and resonates frequently, causing the sound to surround the instrument, which further stimulates the middle ear.
Piano (keyboards)
The piano is an instrument with which therapists can establish a free musical relationship with individuals who, according to studies, have developed significant skills in children with autism after learning music.
String instrument:
String instruments such as (violin - guitar - cello) are very useful for stimulating the vocal cords. They are very useful for designing a two-way movement and developing and understanding movement on a line (midline). Especially the violin and cello, which are very useful for concentration. Moving on the midline requires focusing the eyes.
Guitar:
Playing the guitar is very useful for the sense of well-being. Recognizing the position of the midline and non-parallel lines causes coordination and strengthening of both sides.
Guitar tunes are accompanied by a song simple vibration of the guitar ˓ itself is a nervous relaxation system that is very enjoyable for children.
Hand percussion
Hand percussion instruments such as cubic, bell circle, shoulder, etc. cause vibration and these vibrations can increase the sense of touch and internal stimulation. This activity is the best way to strengthen the upper body muscles.
The use of heavier percussion instruments increases the amount of information about internal stimuli that reach the brain. This information allows the brain to understand where the hands are. How much they have to bend and how much power and energy they need to play the instrument. At the same time, these instruments are very useful for practicing and releasing objects.
Kabala is a type of small hand-held musical instrument that is a type of "shaker".
This instrument can be very useful for input touch stimulation data. This instrument can be used to massage the legs, hands and other parts of the body along with the rhythm of music to strengthen the data and stimuli within the touch.
Kabasa:
Autistic children who encounter this instrument have interesting reactions, which of course are true of any new device introduced to them. At first, the child feels and feels the instrument with his fingers like a blind person. In this case, he is measuring and examining the texture of the instrument. These children are very cautious about their tactile state, which is why music therapy feels safe in coordinating tactile needs with the input of auditory and visual data to create the integration of the brain in its environment. Sensory helps in this state the brain finds what he sees and what the object sounds like.
Chubak:
These simple instruments have two common types. The first type: thin and light.
The second type: thick and heavy. Performing this instrument requires the person to organize a parallel line with both hands to strike. Some people have difficulty organizing on a line and planning upper body movements. Hitting the two sticks together properly is a task that must be done centrally by the eyes.
Ringtones:
One of the most suitable instruments for audio-visual integration is the use of large and heavy hand tones that can enhance the coordination between the eyes and ears. By selecting a ring and changing the ringtones, the therapist encourages the child to be able to find the ring through his or her sense of sight. Finding the alarm and sounding it coordinates the auditory-visual system-internal stimuli-hearing and stimulates the muscles and movement plan.
khashkhashak:
Along with working with the bells, he used "poppy" (markkas), which is bigger and heavier than them, which strengthens the movement plan and exercises performed by the bells.
Bending the elbows and holding the handle tightly to shake the poppy helps a lot with internal stimulation (within the data) and sends a message to the brain where and how it is doing its job properly.
Brand:
Types of drums (bass), (alto), (bangs) and various instruments such as (xylophones) (cymbals), etc., enhance rhythmic movements and involve the upper body movement patterns and bilateral hand movements together. And auditory cleansing, internalization of rhythm, observance of order, cognition and especially eye-hand coordination.
Bingo:
Optimal entry of the deep sensations of the hand requires the therapist to use heavy beats. Holding and holding thick and heavy blows in the hands is the first step. Thin pulses for the feedback of internal hand stimuli, muscle strength, and other physical needs of children are impaired, and at the same time, they may be lost.
Xylophones:
Playing "Xylophones" and "Metallophones" requires visual focus and eye-hand coordination. Therefore, it is very important that the information of visual and physical feedback and pre-feeding plans be involved in these activities and that this information reaches the brain. You need to give the brain a chance to figure out how to move the hand in space, which moves horizontally on each note. All you have to do is put some pressure on the limbs and do the exercises continuously to stabilize the visual and motor tracking.
In music therapy activities, encryption is more complex. People need to be able to synchronize their auditory, auditory, visual, and speech skills simultaneously. One of the games that is played with these people in music therapy classes is reading poems that the child has to code to act out. For example, the game "Hammock has an ant". In this game, people hold each other's hands and rotate the song of this game in a circular rhythm and sing its lyrics. When they read this part of the poem, (sit down and stand up, it's funny) everyone in the group sits and gets up, or in the poem (if you clap happily and laugh), people are encouraged to clap twice at a certain time, and Or a child playing a simple song on "Bells" or "Xylophone" needs to encrypt the information given to him by the sense of sight and hearing and touch of people. At this time, the teacher asks the child to tap on the desired blade and recite the poem at the same time.
Wind Instruments:
This type of instrument can be used for people who have difficulty speaking and phonetics or suffer from stuttering. For example, children with autism have a lot of trouble with their mouth movements (eating and talking). Playing the "melodic" and "harmonica" "flute" can focus the eyes and body in the midline and can organize the movements of the tongue and control the "tail" (diaphragm). - be.
Percussion instruments and recorder flute have a remarkable effect on sound and non-verbal communication. These instruments affect the sound extensively and gradually the grammar and pronouns. By stimulating the sense of exhalation in wind instruments, the brain learns how to make a sound, and later, the skill of making a sound comes in the form of alphabetic sounds and words. The emphasis is on sound imitation. Vocabulary is very difficult for a child to hear and imitate at first
And gaining this knowledge requires defining and interpreting words for children. It has encouragement at this stage. Of course, the therapist must choose songs that the child is able to produce.
Speech therapy and the role of music in it:
Speech therapy treats people with speech disorders
Speech disorders are those defects that affect the tongue, speech, sound and tone.
Therefore, in order to get acquainted with the above-mentioned issues, we will briefly describe them:
1) It is a device that transmits thoughts and concepts to others. Linguistic examples include: speaking, writing, gestures, pantomime, etc.
2) Speech: It is a part of language in which we use regular and regular sounds, words and combinations to convey thoughts and concepts to others.
3) Sound: is the vibration of the vocal cords, which is a means of providing the necessary sounds in speech (without the use of vibration of the vocal cords, human speech becomes whispering).
4) Melody: is the observance of time intervals in the pronunciation of sounds or words that make human words melodic and give a special order.
Application of music in speech therapy:
Music and speech have a rich relationship with each other and the two are similar in the following aspects:
1) They have weight and rhythm.
2) They have a melody.
Speech is an activity that is attributed more to the left hemisphere of the brain than the right hemisphere of the brain, but the role of the two hemispheres in processing different aspects of speech is still unknown.
In musicians, the temporal lobe of the left hemisphere is more developed and has been shown to have higher lexical memory. Music can go a long way in helping children who have had cochlear implants hear and speak correctly.
Shaker:
Shakers come in a variety of sizes and shapes. Shakers are generally used to enhance the ability to grasp and drop objects and to shake them to enhance hand movements.
Shaker gloves:
The glove has several shakers that sound when a person touches or plays the drums. The attractiveness of this design encourages the person to continue the activity.
Spoon:
This model of spoon is placed under the shoelace or its glue and it makes a sound when the foot moves. This device is very effective in encouraging people to move. With this device, people can be encouraged to walk or hit the ground, which seems necessary for many people.
Finger spoon:
This device is glued around the person's finger like a ring. The spoon is sounded by waving a finger. This device is very useful for stimulating the fingers and stimulating the fingers and delicate movements.
Motor skills:
Movement is one of the first human skills that is inherently formed and formed in him. Of course, the sense of hearing is also formed during the embryo, and a fetus has the ability to hear.
In general, motor skills are divided into three parts:
1) Course motor skills
2) Delicate motor skills
3) Sensory motor skills
Suggested exercises for large movements:
Coarse motor skills include large muscle activity. Activities such as walking, running, and throwing and....
It is known as natural movements.
Clap:
The first and best basic exercise for rhythmic perception as well as motor coordination is handling. Every seven- or eight-month-old responds to music. At this age, the child plays a song and moves forward and backward or left and right and does this inherently.
Playing music has many positive consequences:
1) Causes hand movements.
2) Stimulates the palms of the hands.
3) Stimulates the deep sensation of the fingers, wrists and elbows.
To knock:
In this activity, instead of hitting an object or touching an object with the palm of the hand, they do so with a device such as a pair of percussion instruments or two pieces of wood that they hold in their hands. They can use these percussion instruments. Tap on the instrument.
Rhythmic movements:
The instructor can encourage the child to walk with the rhythm of the song and to set foot on the floor by playing music. You can even do this activity in a circle and in groups. This movement also strengthens the deep sensations of people's feet. And it must be with the rhythm of music because it creates order and harmony in people.
Combining kick:
At this point the coach can combine.
Touching, walking, or tapping and walking. This step is more difficult than the previous steps. Because several senses are involved at the same time.
Bust movements:
In this activity, one of the most important goals is body awareness. In this movement, the child should be able to identify the upper and lower parts of his body and move the upper part. This activity can be done with handling or independently. Touch the rhythm of the music and move the upper half of your body left and right. It should be noted that you should do this movement by bending your back and other parts of the body are fixed or your hands are on your back and move left and right with the rhythm of the song.
Foot movements:
In these exercises, along with music, they use their legs independently. The purpose of these exercises is to make the person aware of the abilities of the foot.
Neck and neck movements:
The movements of the head that accompany the movement of the neck are of particular importance in the development of the ability of individuals. Many of our movements depend on the head. For example, bending and lifting an object off the ground depends directly on the movement of our head. If there is a disturbance in the movement of the head, the anti-gravity movements are not performed properly, the person becomes unbalanced and falls to the ground. For this reason, neck and neck exercises are of special importance.
