Students with autism spectrum disorder (ASD) have marked deficits in social communication skills, which can challenge their ability to participate in academic and social activities. Music therapy is a popular intervention for children with ASD, and although research evidence supporting its effectiveness is growing, methodological flaws limit interpretation. The present study proposes a new measure, the DUACS, to assess outcomes associated with a group music therapy program, Voices Together. Participants were 64 elementary students from nine self-contained autism classrooms who attended 16 weekly intervention sessions. Teacher-reported behavior questionnaires and direct student behavioral measures were administered at baseline, during, and after treatment. Increases in communication and social skills suggested program effectiveness, particularly among students with higher baseline skills. Further investigation of this program approach will help to better understand its mechanisms and for whom it works best.

中文翻译：

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对自闭症谱系障碍儿童基于课堂的专业音乐治疗模式的调查：使用 VOICSS™ 方法一起发声

患有自闭症谱系障碍 (ASD) 的学生在社交沟通技巧方面存在明显缺陷，这可能会挑战他们参与学术和社交活动的能力。音乐疗法是 ASD 儿童的流行干预措施，尽管支持其有效性的研究证据越来越多，但方法上的缺陷限制了解释。本研究提出了一项新措施，即 DUACS，以评估与团体音乐治疗计划 Voices Together 相关的结果。参与者是来自 9 个自给自足的自闭症教室的 64 名小学生，他们参加了每周 16 次的干预课程。教师报告的行为问卷和直接的学生行为测量在基线、治疗期间和治疗后进行。沟通和社交技能的提高表明计划的有效性，特别是在基础技能较高的学生中。对该计划方法的进一步调查将有助于更好地了解其机制以及它最适合谁。