Efectos de la musicoterapia integrativa en niños y niñas con autismo: un estudio de caso múltiple
DOI:
https://doi.org/10.30827/relieve.v31i2.33808Palabras clave:
autismo, musicoterapia, atención, regulación emocional, estudio de casoResumen
El objetivo principal de este estudio es analizar el potencial de la integración de cinco enfoques— el método Orff Schulwerk, la rítmica Dalcroze, la música tradicional china de los Cinco Elementos, el Efecto Mozart y la Musicoterapia Neurológica— dentro de un marco integral de siete elementos, para la mejora de los procesos de atención, autorregulación emocional e interacción social de niños/as diagnosticados con Trastorno del Espectro Autista (TEA) (American Psychiatric Association, 2022). Se diseñó un estudio de caso múltiple con un enfoque exploratorio-cuantitativo, en el que participaron seis niños/as (de 5 a 6 años) con TEA severo en un programa de musicoterapia de 20 semanas y 100 sesiones. Se analizaron los resultados pre y postintervención mediante pruebas t para muestras pareadas en seis dominios de la Escala de Evaluación del Tratamiento del Autismo (ATEC), la Escala de Percepción Musical y la Escala de Atención. Los resultados mostraron mejoras significativas (P < .05). Las actividades basadas en el ritmo mejoraron la atención, mientras que la entonación melódica y las progresiones armónicas activaron las redes límbicas y prefrontales, favoreciendo la regulación emocional. Las interacciones musicales no verbales, como el movimiento sincronizado y la toma de turnos con instrumentos, reforzaron la atención conjunta y la participación social. Estos hallazgos subrayan el potencial de la musicoterapia como una intervención eficaz para el desarrollo de la atención, la regulación emocional y la integración social en niños y niñas con TEA (Ke et al., 2022).
Descargas
Citas
American Psychiatric Association. (2022). DSM-5-TR: Diagnostic and statistical manual of mental disorders (5th ed., text rev.). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425787 DOI: https://doi.org/10.1176/appi.books.9780890425787
Anonymous. (c. 300 BC). The Inner Canon of the Yellow Emperor (Huang di Nei Jing Su Wen). https://www.yixue.com/黄帝内经
Blood, A.J., & Zatorre, R.J. (2001). Intensely pleasurable responses to music correlate with activity in brain regions involved in reward and emotion. Proceedings of the National Academy of Sciences, 98(20), 11818–11823. https://doi.org/10.1073/pnas.191355898 DOI: https://doi.org/10.1073/pnas.191355898
Bru Luna, L.M., Martí-Vilar, M., & González Sala, F. (2020). Systematic review of interventions for prosociality and empathy in people with ASD. Journal of Educational Research, 38(2), 359–377. https://doi.org/10.6018/rie.395421 DOI: https://doi.org/10.6018/rie.395421
Bruscia, K.E. (2014). Defining Music Therapy (3rd ed.). Barcelona Publishing House. https://archive.org/details/bruscia-kenneth-e-defining-music-therapy
Centers for Disease Control and Prevention (2023). Community Report on Autism, 2023: Autism and Developmental Disabilities Monitoring (ADM) Network. https://www.cdc.gov/media/releases/2023/p0323-autism.html
Cored Bandrés, S., Vázquez Toledo, S., Liesa Orús, M., & Baldassarri, S. (2021). The potential of technology in measuring the development of social skills in children with ASD: an analysis from physiological parameters. Journal of Educational Research, 39(2), 445–462. https://doi.org/10.6018/rie.430891 DOI: https://doi.org/10.6018/rie.430891
Dalcroze, J.E. (1912). Eurythmy, art and education. Constable and Company, 1, 1–245. https://archive.org/details1912/eurythmyarteduca00jaqr
Delgado Cruz, A., Axpe Caballero, M. Á., Acosta Rodríguez, V. M., & Martel González, M. (2024). Procesos de simplificación fonológica en alumnado de Educación Infantil: desarrollo típico y trastorno del desarrollo del lenguaje. RELIEVE - Revista Electrónica De Investigación Y Evaluación Educativa, 30(2). https://doi.org/10.30827/relieve.v30i2.28737 DOI: https://doi.org/10.30827/relieve.v30i2.28737
Deutsch, D. (Ed.). (2012). The psychology of music (3rd ed.). Academic Publishing. https://www.elsevier.com/books/the-psychology-of-music/deutsch/978-0-12-381460-9
Geretsegger, M., Elefant, C., Mössler, K.A., & Gold, C. (2014). Music therapy for people with autism spectrum disorder. The Cochrane Database of Systematic Reviews, (6), https://doi.org/10.1002/14651858.CD004381.pub3 DOI: https://doi.org/10.1002/14651858.CD004381.pub3
Hermoso-Larzabal, E., López de Arana Pardo, E., & Aristizabal Llorente, P. (2024). Gender identity and affective-sexual diversity in the Education Degrees at the University of the Basque Country (UPV/EHU): An unmet training demand. Journal of Educational Research, 42(1), 147–163. https://doi.org/10.6018/rie.546421 DOI: https://doi.org/10.6018/rie.546421
Hodges, D. (2019). Music in the Human Experience: An Introduction to the Psychology of Music. Routledge. https://doi.org/10.4324/9780429507779 DOI: https://doi.org/10.4324/9780429507779
Hughes, J. R. (2002). The Mozart effect: Additional data. Epilepsy and behavior: E&B, 3(2), 182–184. https://doi.org/10.1006/ebeh.2002.0329 DOI: https://doi.org/10.1006/ebeh.2002.0329
Jenkins, J. S. (2001) The Mozart effect. Journal of the Royal Society of Medicine, 94(4), 170–172. https://doi.org/10.1177/014107680109400404 DOI: https://doi.org/10.1177/014107680109400404
Kasuya-Ueba, Y., Zhao, S., & Toichi, M. (2020). The effect of music intervention on children's attention: Experimental evidence. Frontiers of Neuroscience, 14, 757. https://doi.org/10.3389/fnins.2020.00757 DOI: https://doi.org/10.3389/fnins.2020.00757
Ke, X., Song, W., Yang, M., Li, J., & Liu, W. (2022). Effectiveness of music therapy in children with autism spectrum disorder: A systematic review and meta-analysis. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.905113 DOI: https://doi.org/10.3389/fpsyt.2022.905113
Kim, J., Wigram, T., & Gold, C. (2008). The effects of improvisational music therapy on joint attention behaviors in autistic children: A randomized controlled trial. Journal of Autism and Developmental Disorders, 38(9), 1758–1766. https://doi.org/10.1007/s10803-008-0566-6 DOI: https://doi.org/10.1007/s10803-008-0566-6
Koehne, S., Behrends, A., Fairhurst, M. T., & Dziobek, I. (2016). Fostering Social Cognition through an Imitation- and Synchronization-Based Dance/Movement Intervention in Adults with Autism Spectrum Disorder: A Controlled Proof-of-Concept Study. Psychotherapy and psychosomatics, 85(1), 27–35. https://doi.org/10.1159/000441111 DOI: https://doi.org/10.1159/000441111
Koelsch, S. (2014). Brain correlates of music-evoked emotions. Nature Reviews. Neuroscience, 15(3), 170–180. https://doi.org/10.1038/nrn3666 DOI: https://doi.org/10.1038/nrn3666
LaGasse, A.B. (2014). Effects of a group music therapy intervention on improving social skills in children with autism. Journal of Music Therapy, 51(3), 250–275. https://doi.org/10.1093/jmt/thu012 DOI: https://doi.org/10.1093/jmt/thu012
Lee, C. A. (2012). Creative music therapy: A guide to fostering clinical musicality. Nordic Journal of Music Therapy, 21(1), 99. https://doi.org/10.1080/08098131.2012.641332 DOI: https://doi.org/10.1080/08098131.2012.641332
Li, J.J., Yang, X.Y., Zhang, H.J., Yin, D.Q., Zhang, J.T., Cui, J.W., Han, J.D., Ma, Y., & Jia, H.X. (2023). The psychosomatic traits of “five element people” in traditional Chinese medicine: a qualitative study. Bioscience and Engineering, 36(11), 1068-1078. https://doi.org/10.3967/bes2023.136
López López, E. (2014). Educación compensatoria. Aprendizaje temprano, éxito posterior (II: El Carolina Abecedarian Project). RELIEVE - Revista Electrónica De Investigación Y Evaluación Educativa, 13(1). https://doi.org/10.7203/relieve.13.1.4211 DOI: https://doi.org/10.7203/relieve.13.1.4211
Lorente Navarro, L., Ramos Santana, G., & Pérez Carbonell, A. (2016). Teaching practices and the development of emotional competencies in primary school students. Aula De Encuentro, 18(1). https://revistaselectronicas.ujaen.es/index.php/ADE/article/view/2874
Lozano Martínez, J., Alcaraz García, S., & Colás Bravo, P. (2010). Educational experience on the understanding of emotions and beliefs in students with autism spectrum disorders. Journal of Educational Research, 28(1), 65–78. https://revistas.um.es/rie/article/view/97931?utm_source=chatgpt.com
Matson, J.L., & Smith, K.R.M. (2008). Current status of intensive behavioral interventions for young children with autism and PDD-NOS. Research in Autism Spectrum Disorders, 2(1), 60–74. https://doi.org/10.1016/j.rasd.2007.03.003 DOI: https://doi.org/10.1016/j.rasd.2007.03.003
MedSci. (n.d.). Chinese Children's Attention Assessment Scale. MedSci. https://m.medsci.cn/scale/show.do?id=e0cd118899
Merchán Sánchez-Jara, J., Ramos Ahijado, S., & Montoya Rubio, J.C. (2022). Educational ecosystems for musical practice in the Social Web environment: A systematic literature review. Journal of Educational Research, 40(2), 565–587. https://doi.org/10.6018/rie.477721 DOI: https://doi.org/10.6018/rie.477721
Orff, C., & Keetman, G. (1930). Schulwerk: Music for Children. Schott Educational Music Series. Schott Music. https://www.halleonard.com/product/49012137/music-for-children
Patel, A.D. (2007). Music, language, and the brain. Oxford Scholar https://doi.org/10.1093/acprof:oso/9780195123753.001.0001 DOI: https://doi.org/10.1093/acprof:oso/9780195123753.001.0001
Porta, A., & Ferrández, R. (2014). Elaboración un instrumento para conocer las características de la banda sonora de la programación infantil de televisión. RELIEVE - Revista Electrónica De Investigación Y Evaluación Educativa, 15(2). https://doi.org/10.7203/relieve.15.2.4155 DOI: https://doi.org/10.7203/relieve.15.2.4155
Ragin, C., & Amoroso, L. (2011). Constructing social research: the unity and diversity of method. SAGE Publications. https://doi.org/10.2307/1318911 DOI: https://doi.org/10.2307/1318911
Ramaswamy, M., Philip, J.L., Priya, V., Priyadarshini, S., Ramasamy, M., Jeevitha, G.C., Mathkor, D.M., Haque, S., Dabaghzadeh, F., Bhattacharya, P., & Ahmad, F. (2024). Therapeutic use of music in neurological disorders: A concise narrative review. Heliyon, 10(3). https://doi.org/10.1016/j.heliyon.2024.e35564 DOI: https://doi.org/10.1016/j.heliyon.2024.e35564
Rauscher, F.H., Shaw, G.L., & Ky, K.N. (1993). Interpretation of musical and spatial tasks. Nature, 365, 611. https://doi.org/10.1038/365611a0 DOI: https://doi.org/10.1038/365611a0
Rimland, B., & Edelson, S. M. (1999). The Autism Treatment Evaluation Checklist (ATEC). Autism Research Institute Assessment Tool Series, 1, 1–45. https://www.healing-arts.org/children/ATEC.htm#return DOI: https://doi.org/10.1037/t03995-000
Ruiz-Ariza, A., García-Carvajal, E., Marín-López, J., Sánchez-López, M.V., & Martínez-López, E.J. (2018). Body language and music learning in secondary education. Differences and relationships according to age, sex, and musical taste. Journal of Educational Research, 36(2), 547–561. https://doi.org/10.6018/rie.36.2.246631 DOI: https://doi.org/10.6018/rie.36.2.246631
Seashore, C. E., Lewis, D., & Saetveit, J. G. (1956). Seashore measures of musical talents. Psychological Corp. https://psycnet.apa.org/record/1957-02009-000
Sharda, M., Tuerk, C., Chowdhury, R., Jamey, K., Foster, N., Custo-Blanch, M., Tan, M., Nadig, A., & Hyde, K. (2018). Music enhances social communication and auditory-motor connectivity in children with autism. Trans. Psychiatry, 8, 231. https://doi.org/10.1038/s41398-018-0287-3 DOI: https://doi.org/10.1038/s41398-018-0287-3
Thaut, M. (2007). Rhythm, Music, and the Brain: Scientific Foundations and Clinical Applications (1st ed.). Routledge. https://doi.org/10.4324/9780203958827 DOI: https://doi.org/10.4324/9780203958827
Thaut, M. H., & Hömberg, V. (2014). Handbook of neurological music therapy. https://www.semanticscholar.org/paper/Handbook-of-neurologic-music-therapy-Thaut-Hömberg/9beb99fbcdc6415dc2b7236e0bf4cbc684e06c52#citing-papers
Thaut, M. H., & Hoemberg, V. (2015a). Neurobiological foundations of neurological music therapy: Rhythmic entrainment and the motor system. Frontiers of Psychology, 5, 1185. https://doi.org/10.3389/fpsyg.2014.01185
Thaut, M.H., & Hoemberg, V. (Eds.). (2015b). Handbook of Neurological Music Therapy. Oxford University Press. https://wellcomecollection.org/works/wbh8xsg9
Thaut, M.H., Kenyon, G.P., Schauer, M.L., & McIntosh, G.C. (1999). The connection between rhythmicity and brain function. IEEE Engineering in Medicine and Biology Journal: The Quarterly Journal of the Engineering in Medicine and Biology Society, 18(2), 101–108. https://doi.org/10.1109/51.752991 DOI: https://doi.org/10.1109/51.752991
Thaut, M. H., McIntosh, G. C., & Hoemberg, V. (2015). Neurobiological foundations of neurologic music therapy: Rhythmic entrainment and the motor system. Frontiers in Psychology, 5, 1185. https://doi.org/10.3389/fpsyg.2014.01185 DOI: https://doi.org/10.3389/fpsyg.2014.01185
Vuust, P., Heggli, O.A., Friston, K.J., & Kringelbach, M.L. (2022). Music in the brain. Nature Reviews Neuroscience, 23(5), 287–305. https://doi.org/10.1038/s41583-022-00578-5 DOI: https://doi.org/10.1038/s41583-022-00578-5
Weiner, R.H., & Greene, R.L. (2013). Intention-based therapy for autism spectrum disorder: Promising results from a waitlist-control study in children. Explore, 9(6), 357–364. https://doi.org/10.1016/j.explore.2013.10.005 DOI: https://doi.org/10.1016/j.explore.2013.10.005
Yin, RK (2017). Case Study Research and Applications: Design and Methods. Sage Publications. https://books.google.com/books?id=6DwmDwAAQBAJ
Zatorre, R.J., Chen, J.L., & Penhune, V.B. (2007). When the brain plays music: Auditory-motor interactions in music perception and production. Nature Reviews Neuroscience, 8(7), 547–558. https://doi.org/10.1038/nrn2152 DOI: https://doi.org/10.1038/nrn2152
Zhou, Y., Liu, Y., & Wang, C.N. (2023). Clinical observation of ultrasound combined with five-element music therapy for autism spectrum disorder. Traditional Chinese Medicine Modern Distance Education, 21(4), 128–130. https://doi.org/10.3969/j.issn.1672-2779.2023.04.047
Descargas
Archivos adicionales
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Tianjiao Ma, Inmaculada Chiva Sanchis; Genoveva Ramos Santana; Zhenhan Liu
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Los autores ceden de forma no exclusiva los derechos de explotación de los trabajos publicados a RELIEVE (a los solos efectos de favorecer la difusión de los artículos publicados:firmar contratos de difusión, de integración en bases de datos, etc.) y consienten que se distribuyan bajo la licencia de Creative Commons Reconocimiento-Uso No Comercial 4.0 International (CC-BY-NC 4.0), que permite a terceros el uso de lo publicado siempre que se mencione la autoría de la obra y la fuente de publicación, y se haga uso sin fines comerciales.
Los autores pueden llegar a otros acuerdos contractuales adicionales e independientes, para la distribución no exclusiva de la versión del trabajo publicado en esta revista (por ejemplo, incluyéndolo en un repositorio institucional o publicándolo en un libro), siempre y cuando se cite claramente que la fuente original de publicación es esta revista.
La mera remisión del artículo a RELIEVE supone la aceptación de estas condiciones.
