Social skills include the ability to establish interpersonal relationships with others in a way that is acceptable in terms of norms of society and it should be beneficial to society and have mutual interest. Method: ...Social skills include the ability to establish interpersonal relationships with others in a way that is acceptable in terms of norms of society and it should be beneficial to society and have mutual interest. Method: Sample was taken from especial elementary school for educable intellectual disability children in Mashhad, Iran. The sample was boys between 9 - 11 years. After the initial selection of students, they were randomly assigned to two groups of twenty (experimental and control groups). 7 sessions of music therapy were performed for each one in the experimental group whereas no sessions were applied for anyone in the control group. Winelend Social Growth Scale was used to measure their social skill before and after intervention. Result: The mean difference in social skill between the two groups were statistically less than the 0.01 which is highly significant (P-value = 0.0005). This shows that art and music therapy are effective on the growth of social skills in educable intellectual disability children. Conclusion: This research shows that music therapy is effective for improvement of social skills in educable intellectual disability children.展开更多
Objective: To compare sedation efficacy and parent/consultant satisfaction between standard sedation, sedation with music listening, and sedation with Certified Child life Specialists (CCLS) in children undergoing pro...Objective: To compare sedation efficacy and parent/consultant satisfaction between standard sedation, sedation with music listening, and sedation with Certified Child life Specialists (CCLS) in children undergoing procedural sedation in the Pediatric Emergency Department (PED). Methods: Eligible children, aged 3 - 18 years, were randomly allocated to one of 3 groups: 1) standard sedation;2) sedation with music listening;3) sedation with CCLS intervention. All 3 groups received intravenous ketamine. The child life group received age appropriate comforting measures, while the music group listened to music of their choice during the procedure. The primary outcome was sedation efficacy, measured by Ramsay Sedation scale, FACES-P scale and need for re-dosing. The secondary outcome was parent/consultant satisfaction. Results: Fifty nine patients were analyzed (standard sedation: 20;sedation with music listening: 20;and sedation with CCLS: 19). There was no significant difference in mean initial ketamine dosing (1.58 ± 0.44 vs. 1.68 ± 0.36 vs. 1.42 ± 0.47, p = 0.26). There was no significant difference in median Ramsay Sedation scores [6(IQR:4,6) vs. 6 (IQR:4,6) vs. 6 (IQR:5,6)], FACES-R pain score [0 (IQR:0.0) vs. 0 (IQR:0.0) vs. 0 (IQR:0.0)] and need for re-dosing [9/20 (45%) vs. 4/20 (20%) vs. 8/19 (42.1%)] amongst the 3 groups. Parent and consultant satisfaction was high in all 3 groups. Conclusion: Our pilot study did not demonstrate a difference in sedation efficacy or parent/consultant satisfaction when adjunct therapies were used during PSA. Further studies with a large sample size are needed to define the role for such adjunct therapies during procedural sedation in PED.展开更多
目的系统评价音乐疗法对儿童术后疼痛管理的影响。方法计算机检索中国知网、万方数据知识服务平台、维普资讯中文期刊服务平台、中国生物医学文献服务系统、PubMed、Web of Science、Medline等数据库,收集有关音乐疗法对儿童术后疼痛管...目的系统评价音乐疗法对儿童术后疼痛管理的影响。方法计算机检索中国知网、万方数据知识服务平台、维普资讯中文期刊服务平台、中国生物医学文献服务系统、PubMed、Web of Science、Medline等数据库,收集有关音乐疗法对儿童术后疼痛管理的相关文献。对纳入文献进行筛选、资料提取和质量评价后,采用RevMan 5.3软件进行Meta分析。结果共纳入9篇随机对照研究。Meta分析结果显示,与常规护理相比,采用音乐疗法的儿童疼痛行为评估量表评分、Wong-Baker面部表情疼痛量表评分、心率、收缩压更低(P<0.05),但两种护理方法在动脉血氧饱和度的差异无统计学意义(P>0.05)。结论音乐疗法可以缓解儿童术后疼痛,降低心率、收缩压,但对动脉血氧饱和度没有明显的改善作用。展开更多
目的系统综述有关音乐干预对智力与发展性残疾(IDD)儿童青少年功能、健康和发展的积极影响的系统综述中的相关证据。方法检索PubMed、EBSCO、PsycINFO、Embase、Web of Science和中国知网2014年1月至2024年3月公开发表的有关IDD儿童青...目的系统综述有关音乐干预对智力与发展性残疾(IDD)儿童青少年功能、健康和发展的积极影响的系统综述中的相关证据。方法检索PubMed、EBSCO、PsycINFO、Embase、Web of Science和中国知网2014年1月至2024年3月公开发表的有关IDD儿童青少年音乐干预(包括治疗和音乐教育)的功能、健康和发展效益的高质量的系统综述,并分析其证据。结果最终纳入8篇英文系统综述,涉及5308例IDD儿童青少年,来自中国、法国、西班牙、加拿大、美国、英国6个国家。纳入文献主要来源于音乐治疗、儿童青少年精神病学、教育心理学、智力残疾、孤独症谱系障碍(ASD)、健康心理学等领域期刊,发表时间主要集中在2018年至2023年。音乐治疗干预类型主要有音乐教育干预、即兴音乐疗法(创作和表现)、互动音乐疗法(音乐与运动)、混合音乐疗法(包括唱歌,跳舞和戏剧)、听觉运动映射训练、家庭音乐疗法以及基于旋律的交流疗法;包括基础乐理学习、音乐手势和语言训练、音乐欣赏、即兴演奏、音乐合奏、音乐合作游戏等,每次10~90 min,每周1~5次,持续1~32周。在认知发展方面,音乐教育干预有益于IDD儿童青少年注意力的改善。在心理语言技能方面,音乐治疗能够显著改善ASD儿童青少年的发音能力和言语能力,尤其是语音记忆、单词和句子理解能力,提升IDD儿童青少年的语言与沟通技能,并增强口头表达能力。音乐也有助于改善行为障碍,包括提升身体协调能力、减少重复行为、控制多动行为等。在音乐教育成绩方面,接受音乐疗法能提高IDD儿童青少年对歌曲节奏和旋律的熟悉度、音素的辨别能力,掌握歌曲和歌词,增强音乐节奏感知能力。音乐治疗还能促进社会和情感发展,改善亲社会行为和社交技能,有助于减轻焦虑,增强情绪控制能力,提高社交能力和自尊心,增加积极情绪,并加强与同伴和老师的交流合作。结论音乐干预对IDD儿童青少年的功能、健康和发展产生积极影响,体现在认知发展、心理语言技能、动作技能、音乐教育成绩以及儿童青少年的社会和情感发展等方面。展开更多
文摘Social skills include the ability to establish interpersonal relationships with others in a way that is acceptable in terms of norms of society and it should be beneficial to society and have mutual interest. Method: Sample was taken from especial elementary school for educable intellectual disability children in Mashhad, Iran. The sample was boys between 9 - 11 years. After the initial selection of students, they were randomly assigned to two groups of twenty (experimental and control groups). 7 sessions of music therapy were performed for each one in the experimental group whereas no sessions were applied for anyone in the control group. Winelend Social Growth Scale was used to measure their social skill before and after intervention. Result: The mean difference in social skill between the two groups were statistically less than the 0.01 which is highly significant (P-value = 0.0005). This shows that art and music therapy are effective on the growth of social skills in educable intellectual disability children. Conclusion: This research shows that music therapy is effective for improvement of social skills in educable intellectual disability children.
文摘Objective: To compare sedation efficacy and parent/consultant satisfaction between standard sedation, sedation with music listening, and sedation with Certified Child life Specialists (CCLS) in children undergoing procedural sedation in the Pediatric Emergency Department (PED). Methods: Eligible children, aged 3 - 18 years, were randomly allocated to one of 3 groups: 1) standard sedation;2) sedation with music listening;3) sedation with CCLS intervention. All 3 groups received intravenous ketamine. The child life group received age appropriate comforting measures, while the music group listened to music of their choice during the procedure. The primary outcome was sedation efficacy, measured by Ramsay Sedation scale, FACES-P scale and need for re-dosing. The secondary outcome was parent/consultant satisfaction. Results: Fifty nine patients were analyzed (standard sedation: 20;sedation with music listening: 20;and sedation with CCLS: 19). There was no significant difference in mean initial ketamine dosing (1.58 ± 0.44 vs. 1.68 ± 0.36 vs. 1.42 ± 0.47, p = 0.26). There was no significant difference in median Ramsay Sedation scores [6(IQR:4,6) vs. 6 (IQR:4,6) vs. 6 (IQR:5,6)], FACES-R pain score [0 (IQR:0.0) vs. 0 (IQR:0.0) vs. 0 (IQR:0.0)] and need for re-dosing [9/20 (45%) vs. 4/20 (20%) vs. 8/19 (42.1%)] amongst the 3 groups. Parent and consultant satisfaction was high in all 3 groups. Conclusion: Our pilot study did not demonstrate a difference in sedation efficacy or parent/consultant satisfaction when adjunct therapies were used during PSA. Further studies with a large sample size are needed to define the role for such adjunct therapies during procedural sedation in PED.
文摘目的系统评价音乐疗法对儿童术后疼痛管理的影响。方法计算机检索中国知网、万方数据知识服务平台、维普资讯中文期刊服务平台、中国生物医学文献服务系统、PubMed、Web of Science、Medline等数据库,收集有关音乐疗法对儿童术后疼痛管理的相关文献。对纳入文献进行筛选、资料提取和质量评价后,采用RevMan 5.3软件进行Meta分析。结果共纳入9篇随机对照研究。Meta分析结果显示,与常规护理相比,采用音乐疗法的儿童疼痛行为评估量表评分、Wong-Baker面部表情疼痛量表评分、心率、收缩压更低(P<0.05),但两种护理方法在动脉血氧饱和度的差异无统计学意义(P>0.05)。结论音乐疗法可以缓解儿童术后疼痛,降低心率、收缩压,但对动脉血氧饱和度没有明显的改善作用。
文摘目的系统综述有关音乐干预对智力与发展性残疾(IDD)儿童青少年功能、健康和发展的积极影响的系统综述中的相关证据。方法检索PubMed、EBSCO、PsycINFO、Embase、Web of Science和中国知网2014年1月至2024年3月公开发表的有关IDD儿童青少年音乐干预(包括治疗和音乐教育)的功能、健康和发展效益的高质量的系统综述,并分析其证据。结果最终纳入8篇英文系统综述,涉及5308例IDD儿童青少年,来自中国、法国、西班牙、加拿大、美国、英国6个国家。纳入文献主要来源于音乐治疗、儿童青少年精神病学、教育心理学、智力残疾、孤独症谱系障碍(ASD)、健康心理学等领域期刊,发表时间主要集中在2018年至2023年。音乐治疗干预类型主要有音乐教育干预、即兴音乐疗法(创作和表现)、互动音乐疗法(音乐与运动)、混合音乐疗法(包括唱歌,跳舞和戏剧)、听觉运动映射训练、家庭音乐疗法以及基于旋律的交流疗法;包括基础乐理学习、音乐手势和语言训练、音乐欣赏、即兴演奏、音乐合奏、音乐合作游戏等,每次10~90 min,每周1~5次,持续1~32周。在认知发展方面,音乐教育干预有益于IDD儿童青少年注意力的改善。在心理语言技能方面,音乐治疗能够显著改善ASD儿童青少年的发音能力和言语能力,尤其是语音记忆、单词和句子理解能力,提升IDD儿童青少年的语言与沟通技能,并增强口头表达能力。音乐也有助于改善行为障碍,包括提升身体协调能力、减少重复行为、控制多动行为等。在音乐教育成绩方面,接受音乐疗法能提高IDD儿童青少年对歌曲节奏和旋律的熟悉度、音素的辨别能力,掌握歌曲和歌词,增强音乐节奏感知能力。音乐治疗还能促进社会和情感发展,改善亲社会行为和社交技能,有助于减轻焦虑,增强情绪控制能力,提高社交能力和自尊心,增加积极情绪,并加强与同伴和老师的交流合作。结论音乐干预对IDD儿童青少年的功能、健康和发展产生积极影响,体现在认知发展、心理语言技能、动作技能、音乐教育成绩以及儿童青少年的社会和情感发展等方面。
