Integrated parent–child music classes for preschoolers with and without autism: Parent expectations and experiences,Annals of the New York Academy of Sciences

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Integrated parent–child music classes for preschoolers with and without autism: Parent expectations and experiences
Annals of the New York Academy of Sciences ( IF 4.1 ) Pub Date : 2022-08-18 , DOI: 10.1111/nyas.14875
Miriam Lense _{1,

2,

3} , Talia Liu _{1,

4} , Lauren Booke _{5,

6} , Zoe Crawley _{1,

7} , Sara Beck ₈

Affiliation

Integrated recreational programs designed to support neurodiverse children and their families are important vehicles for community participation. In this mixed-methods study, we investigated the mechanisms by which parent–child music classes for autistic and neurotypical children can support community participation. Parents of autistic (n = 33) and typically developing (TD; n = 28) preschoolers were interviewed about their expectations for and experiences of participating in a 12-week psychoeducational parent–child music program. Parents completed ratings of momentary affect and social connection, and researchers coded children's behavioral engagement during classes at multiple time points throughout the program. Primary motivations for enrolling in an integrated music class included children's interest in music and opportunities for child socialization. Parent-focused reasons were less frequently endorsed as primary motivations for participation. Yet, momentary ratings indicated that music classes supported parents’ affect regulation and social connection with other parents at the level of individual classes and across the program. These in-class experiences were echoed by interviews following program completion, which additionally highlighted the use of new parenting strategies through the musical activities. Since parental emotional experiences of activities, supportive community relationships, and parenting confidence are all linked with increased community participation, integrated music classes may support participation and satisfaction with community experiences.

中文翻译：

为患有和不患有自闭症的学龄前儿童提供综合亲子音乐课程：家长的期望和经验

旨在支持神经多样性儿童及其家庭的综合娱乐项目是社区参与的重要工具。在这项混合方法研究中，我们研究了自闭症和神经正常儿童的亲子音乐课程支持社区参与的机制。自闭症 ( n = 33) 和典型发育 (TD; n = 28) 学龄前儿童的家长接受了采访，了解他们对参加为期 12 周的心理教育亲子音乐项目的期望和经历。家长完成了对瞬时情感和社交联系的评级，研究人员在整个项目的多个时间点对孩子在课堂上的行为参与进行了编码。参加综合音乐课程的主要动机包括孩子对音乐的兴趣和儿童社交的机会。以家长为中心的原因很少被认可为参与的主要动机。然而，暂时的收视率表明，音乐课程支持家长在个别班级和整个项目层面的影响调节和与其他家长的社会联系。这些课堂体验在项目完成后的采访中得到了呼应，这还强调了通过音乐活动使用新的育儿策略。由于父母的活动情感体验、支持性社区关系和养育信心都与社区参与的增加有关，综合音乐课程可以支持社区体验的参与和满意度。

更新日期：2022-08-18

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