Lori F. Gooding

A Systematic Review of Music-Based Interventions for Procedural Support

BACKGROUND Individuals undergoing medical procedures frequently experience pain and anxiety. Music-based interventions have the potential to help alleviate these symptoms. OBJECTIVE This review investigated the effects of music-based interventions (music therapy and music medicine) on pain and anxiety in children and adults undergoing medical procedures. METHODS This systematic review examined randomized controlled trial music intervention studies to manage patient-reported pain and/or anxiety during medical procedures. All studies were published in English and peer-reviewed journals. Quality and risk of bias were assessed using criteria from the Checklist to Evaluate a Report of a Nonpharmacological Trial (CLEAR-NPT). RESULTS Fifty studies met inclusion criteria, the majority of which (84%) had a high risk of bias. It was not possible to perform a meta-analysis because studies varied greatly in terms of medical procedure and intervention type. Results varied across studies, with approximately half (48%) indicating less anxiety for music intervention participants; fewer studies (36%) reported less pain for music intervention participants. CONCLUSIONS There is a need to clearly define and differentiate between music therapy and music medicine interventions in procedural support research. Further research is necessary to determine which patients would benefit most from music interventions during medical procedures, and which interventions are most beneficial. To improve research quality and reduce risk of bias, when designing studies investigators need to carefully consider factors related to design, including randomization, treatment allocation concealment, blinding outcome assessors, and intention-to-treat analysis. In addition, more detailed intervention reporting is needed when publishing results.

Using music interventions in perioperative care.

Abstract Anxiety and pain are common responses to surgery, and both can negatively affect patient outcomes. Music interventions have been suggested as a nonpharmacological intervention to alleviate pain and anxiety during surgical treatment. Although the data are somewhat mixed, the research suggests that music-based interventions are effective in reducing anxiety, pain perception, and sedative intake. The majority of studies have focused on interventions during the postoperative period and address pain reduction, with preoperative use of music targeting anxiety reduction the second most commonly cited objective. Most of the studies found in the literature involve passive music listening via headphones. The data suggest that researcher-selected music is most effective in reducing anxiety, primarily because it incorporates evidence-based parameters such as consistent tempo and dynamics, stable rhythms, and smooth melodic lines. Finally, the literature suggests that music therapists can serve as experts to help medical personnel identify effective implementation strategies.

Musical Development and Learning Characteristics of Students A Compilation of Key Points From the Research Literature Organized by Age

Development involves progressive changes in knowledge and abilities that occur across the life span. Current research on musical abilities suggests that the development of skills necessary for musicality begins in utero and continues through adulthood. Many of these skills, such as the ability to carry a tune, move in time to music, and respond emotionally to music, progress as part of normal cognitive maturation and development. Others, such as explicit musical knowledge and musical performance, require in-depth learning and practice for future musical development to occur. This article provides a compilation of key musical developmental milestones and learning characteristics from prebirth through adolescence gathered from the research literature. A brief summary of relevant information is provided, as well as charts outlining specific points from the literature.

Music Therapy and Music Medicine for Children and Adolescents

This article summarizes the research on music therapy and music medicine for children and adolescents with diagnoses commonly treated by psychiatrists. Music therapy and music medicine are defined, effects of music on the brain are described, and music therapy research in psychiatric treatment is discussed. Music therapy research with specific child/adolescent populations is summarized, including disorders usually diagnosed in childhood, substance abuse, mood/anxiety disorders, and eating disorders. Clinical implications are listed, including suggestions for health care professionals seeking to use music medicine techniques. Strengths and weaknesses of music therapy treatment are discussed, as well as areas for future research.

Enhancing Social Competence in the Music Classroom.

Strong social skills are vital for successful functioning in life. Social skills can affect academic success, peer relationships, family relationships, employment, and extracurricular and leisure activities. Children and adolescents who display academic, social, and behavioral deficits are at risk for both short-term and long-term negative social and academic outcomes (Lane, Givner, & Pierson, 2004). In fact, longitudinal studies have shown a connection between behavioral and social difficulties and substandard academic achievement as children mature (Bracken & Fischel, 2007; Lane et al., 2004). Furthermore, research suggests that students with deficits in social and behavioral skills frequently show higher rates of school dropout, impaired social relationships, unemployment or underemployment, substance abuse, unstable and unfulfilling personal lives, and a lack of postsecondary education and training (Lane et al., 2004). In addition, students with poor social skills are more likely to be rejected by their peers and more likely to be the victims of bullying (Milsom & Glanville, 2009). Because of disability-specific deficits that lead to fewer interactions with peers and/or difficulty establishing meaningful relationships, children with disabilities are at a much greater risk for demonstrating poor social skills (Bellini, 2004; Boo & Prins, 2006; Milsom & Glanville, 2009). According to recent figures from the U.S. Department of Education, National Center for Education Statistics (2008), 13.5% of the total public school enrollment demonstrated some type of disability that qualified them for services under the Individuals with Disabilities Education Act (IDEA) during the 2006–2007 academic year. Given the large number of students served under IDEA, the likelihood that music educators will teach students with some type of disability is high. Moreover, the likelihood that those students with disabilities will demonstrate poor social skills is also high. Children need opportunities to learn social skills, practice those skills, and receive corrective feedback about their performance of those skills. Because music is an inherently social activity, the music classroom is an ideal place to help students develop or improve vital social skills. Specific Social Skill Objectives That Can Be Incorporated Into the Music Classroom

Musical Training and Late-Life Cognition

This study investigated the effects of early- to midlife musical training on cognition in older adults. A musical training survey examined self-reported musical experience and objective knowledge in 237 cognitively intact participants. Responses were classified into low-, medium-, and high-knowledge groups. Linear mixed models compared the groups’ longitudinal performance on the Animal Naming Test (ANT; semantic verbal fluency) and Logical Memory Story A Immediate Recall (LMI; episodic memory) controlling for baseline age, time since baseline, education, sex, and full-scale IQ. Results indicate that high-knowledge participants had significantly higher LMI scores at baseline and over time compared to low-knowledge participants. The ANT scores did not differ among the groups. Ability to read music was associated with higher mean scores for both ANT and LMI over time. Early- to midlife musical training may be associated with improved late-life episodic and semantic memory as well as a useful marker of cognitive reserve.

Preservice Music Teachers' Attitudes toward Popular Music in the Music Classroom.

The purpose of this study was to examine preservice music educators’ attitudes toward popular music in the music classroom. On a survey instrument designed by the investigators, participants (N = 82) rated (a) the effectiveness of popular music in addressing the National Standards for Music Education, (b) the appropriateness of popular music in various age-groups and music classroom settings, (c) their overall attitudes toward the use of popular music in the classroom, and (d) their perceived preparation to teach popular music based on their preservice coursework. Results suggest that the participants find popular music to be more appropriate for older students than for younger students and appropriate only in certain classroom settings. Attitudes toward popular music varied within the sample, and participants responded that their preservice training to teach popular music was minimal.

Finding your inner voice through song: Reaching adolescents with techniques common to poetry therapy and music therapy

Literature supports the use of both poetry therapy and music therapy with adolescents. Song writing in particular has been recognized for its wide appeal among the adolescent population. In fact, many of the techniques incorporated into the song writing process are common to both poetry therapy and music therapy. This paper will examine some of those common techniques and provide an overview of related literature. A case study will be provided to illustrate some of the techniques mentioned within the review of literature.

Forum:2 Students with Disabilities in the String Classroom: An Integrative Review

There is limited information on students with disabilities in the string classroom. The aim of this integrative review was to synthesize the existing knowledge and trends regarding educational practices for students with disabilities in the string or orchestra classroom. A total of 20 articles met inclusion criteria. The majority of available information consisted of expert opinion, with no true experimental designs found on string/orchestral education for students with disabilities. The analysis revealed that having a disability does not prevent a child from achieving on a string instrument, although barriers and challenges to participation do exist. Furthermore, the review showed that investigations specifically targeting string educators or teaching strategies in the string classroom are limited at best. More research is needed to better understand how students with disabilities can be effectively included in the string classroom.

#Music Students: College Music Students' Twitter Use and Perceptions.

The purpose of the study was to investigate music education and music therapy majors’ use of Twitter and their perceptions and knowledge related to policies and practices. Music majors (N = 238) from five universities in the Southeastern and Midwestern United States participated in a 16-question researcher-designed survey. Results indicated that Twitter was most often used for social purposes. Academic use of Twitter was reported less frequently. Music education majors were likely to have knowledge of Twitter-based incidences of unprofessional content. Similar Twitter usage was reported in terms of gender. Student/faculty classroom interactions involving Twitter were minimal. Implications and avenues for possible future research are discussed.