J Music Ther. 2003 Winter;40(4):283-301.

Music therapy to promote prosocial behaviors in aggressive adolescent boys--a pilot study.
Rickson DJ, Watkins WG.
Halswell Residential College, Christ Church, New Zealand. ricksons@xtra.co.n

Pilot studi ini dilakukan untuk mengetahui apakah terapi musik efektif dalam mempromosikan perilaku prososial pada remaja laki-laki agresif yang memiliki sosial, emosional, dan kesulitan belajar. Lima belas subjek (usia 11-15 tahun), terdaftar di sebuah sekolah asrama khusus di Selandia Baru, secara acak ditugaskan untuk kelompok perlakuan musik terapi (n n = 6, = 5), dan kelompok kontrol daftar tunggu (n = 4). Pemeriksaan data kependudukan mengidentifikasi perbedaan antara kelompok untuk diagnosis (p =. 044), dengan Group 1 semua memiliki Attention Deficit Hyperactivity Disorder (ADHD), dan untuk umur (p =. 027), dengan Group 2 memiliki usia rata-rata 1,38 tahun lebih tua . Tindakan termasuk versi orang tua dan guru dari Developmental Perilaku Daftar Periksa (DBC-P &-DBC T) (Einfeld & Tonge, 1994; Einfeld, Tonge, & Parmenter, 1998). Meskipun tidak ada efek pengobatan yang pasti bisa dideteksi, hasil menunjukkan bahwa terapi musik program mempromosikan otonomi dan kreativitas dapat membantu remaja untuk berinteraksi lebih tepat dengan orang lain dalam pengaturan villa perumahan, tetapi juga dapat mengakibatkan peningkatan ringan sementara dalam perilaku merusak di dalam kelas . Sebuah program yang lebih sangat terstruktur dan nomor kelompok yang lebih kecil mungkin akan bermanfaat bagi anak laki-laki yang telah ADHD.

J Music Ther. 2003 Winter;40(4):302-23. A survey of music therapy methods and their role in the treatment of early elementary school children with ADHD. Jackson NA.

Temple University, USA. Abstract Attention-Deficit Hyperactivity Disorder (ADHD) has recently been receiving more frequent attention in professional circles and in the press, and some sources would assert that its occurrence in the general population is consistently growing. Because music therapists often work with preschool and school-age children, it is likely that they will increasingly be treating children with a diagnosis of ADHD. However, there is little in the music therapy literature about music therapy treatment for ADHD. The purpose of this survey was to ascertain what music therapy methods are being used for children with an ADHD

diagnosis, how effective this treatment is perceived to be, and the role that music therapy treatment plays in relation to other forms of treatment. Results of the survey indicated that music therapists often utilize a number of music therapy methods in the treatment of children with ADHD. They often address multiple types of goals, and treatment outcome is generally perceived to be favorable. Referrals for music therapy services are received from a number of different sources, although parents and teachers were indicated to be the most frequent referral sources. Most children with ADHD receiving music therapy services also receive other forms of treatment, with an overwhelming majority receiving medication. The implications of these results are discussed, and areas for continuing research into the use of music therapy with ADHD are identified.

J Music Ther. 2006 Spring;43(1):39-62. Instructional and improvisational models of music therapy with adolescents who have attention deficit hyperactivity disorder (ADHD): a comparison of the effects on motor impulsivity. Rickson DJ.

New Zealand School of Music, Massey University, Wellington. D.J.Rickson@massey.ac.nz Abstract This study compared the impact of instructional and improvisational music therapy approaches on the level of motor impulsivity displayed by adolescent boys (n = 13) who have Attention Deficit Hyperactivity Disorder (ADHD). A combination of a multiple contrasting treatment and an experimental control group design was used. No statistical difference was found between the impact of the contrasting approaches as measured by a Synchronised Tapping Task (STT) (Humphrey, 2003) and the parent and teacher versions of Conners' Rating Scales (Conners, 1997) Restless-Impulsive (R-I) and Hyperactive-Impulsive (H-I) subscales. However, while no firm conclusions can be drawn, there are indications that the instructional approach may have contributed to a reduction of impulsive and restless behaviors in the classroom. Further, over the period of the study, both music therapy treatment groups significantly improved accuracy on the STT, and teachers reported a significant reduction in Conners' DSM-IV Total and Global Index subscale scores. These findings tentatively suggest that music therapy may contribute to a reduction in a range of ADHD symptoms in the classroom, and that increasing accuracy on the STT could be related to improvement in a range of developmental areas-not specifically motor impulsivity.