《中国康复理论与实践》

《中国康复理论与实践》 ›› 2024, Vol. 30 ›› Issue (5): 543-553.doi: 10.3969/j.issn.1006-9771.2024.05.007

• 循证研究 • 上一篇    下一篇

智力与发展性残疾儿童青少年音乐干预的功能、健康和发展效益：系统综述的系统综述

吴佳洺1, 张青2,3(), 武爱红2,3   

  1. 1.韩国秋溪艺术大学，韩国首尔市 03746
    2.邯郸学院特殊教育学院教育康复学系，河北邯郸市 056005
    3.河北省特殊教育协同创新中心，河北邯郸市 056005
  • 收稿日期:2024-04-06 出版日期:2024-05-25 发布日期:2024-06-12
  • 通讯作者: 张青，E-mail： zhangqing555@126.com
  • 作者简介:吴佳洺(1999-)，女，汉族，河北邯郸市人，博士研究生，主要研究方向：孤独症儿童艺术治疗。
  • 基金资助:
    河北省高等学校人文社会科学研究项目(GH202034)

Functioning, health and developmental benefits of music interventions for children and adolescents with intellectual and developmental disabilities: a systematic review of systematic reviews

WU Jiaming1, ZHANG Qing2,3(), WU Aihong2,3   

  1. 1. Chugye University for the Arts, Seoul 03746, Korea
    2. Department of Education Rehabilitation, Special Education School, Handan University, Handan, Hebei 056005, China
    3. Hebei Special Education Collaborative Innovation Center, Handan, Hebei 056005, China
  • Received:2024-04-06 Published:2024-05-25 Online:2024-06-12
  • Contact: ZHANG Qing, E-mail: zhangqing555@126.com
  • Supported by:
    Humanities and Social Science Research Project of Hebei Education Department(GH202034)

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摘要：

目的 系统综述有关音乐干预对智力与发展性残疾(IDD)儿童青少年功能、健康和发展的积极影响的系统综述中的相关证据。

方法 检索PubMed、EBSCO、PsycINFO、Embase、Web of Science和中国知网2014年1月至2024年3月公开发表的有关IDD儿童青少年音乐干预(包括治疗和音乐教育)的功能、健康和发展效益的高质量的系统综述，并分析其证据。

结果 最终纳入8篇英文系统综述，涉及5 308例IDD儿童青少年，来自中国、法国、西班牙、加拿大、美国、英国6个国家。纳入文献主要来源于音乐治疗、儿童青少年精神病学、教育心理学、智力残疾、孤独症谱系障碍(ASD)、健康心理学等领域期刊，发表时间主要集中在2018年至2023年。音乐治疗干预类型主要有音乐教育干预、即兴音乐疗法(创作和表现)、互动音乐疗法(音乐与运动)、混合音乐疗法(包括唱歌，跳舞和戏剧)、听觉运动映射训练、家庭音乐疗法以及基于旋律的交流疗法；包括基础乐理学习、音乐手势和语言训练、音乐欣赏、即兴演奏、音乐合奏、音乐合作游戏等，每次10~90 min，每周1~5次，持续1~32周。在认知发展方面，音乐教育干预有益于IDD儿童青少年注意力的改善。在心理语言技能方面，音乐治疗能够显著改善ASD儿童青少年的发音能力和言语能力，尤其是语音记忆、单词和句子理解能力，提升IDD儿童青少年的语言与沟通技能，并增强口头表达能力。音乐也有助于改善行为障碍，包括提升身体协调能力、减少重复行为、控制多动行为等。在音乐教育成绩方面，接受音乐疗法能提高IDD儿童青少年对歌曲节奏和旋律的熟悉度、音素的辨别能力，掌握歌曲和歌词，增强音乐节奏感知能力。音乐治疗还能促进社会和情感发展，改善亲社会行为和社交技能，有助于减轻焦虑，增强情绪控制能力，提高社交能力和自尊心，增加积极情绪，并加强与同伴和老师的交流合作。

结论 音乐干预对IDD儿童青少年的功能、健康和发展产生积极影响，体现在认知发展、心理语言技能、动作技能、音乐教育成绩以及儿童青少年的社会和情感发展等方面。

关键词: 智力与发展性残疾, 儿童, 青少年, 音乐干预, 音乐教育, 系统综述

Abstract:

Objective To synthesize evidence from systematic reviews on the positive impacts of music interventions on the functioning, health and development of children and adolescents with intellectual and developmental disabilities (IDD).

Methods Literature was searched across databases including PubMed, EBSCO, PsycINFO, Embase, Web of Science and CNKI, focusing on high-quality systematic reviews published from January, 2014 to March, 2024. These reviews examined the functioning, health and developmental benefits of music interventions (including therapy and education) for children and adolescents with IDD.

Results Eight English systematic reviews were included, involving 5 308 children and adolescents with IDD, from China, France, Spain, Canada, the United States and the United Kingdom; mainly from journals in the fields of music therapy, children and adolescents psychiatry, educational psychology, intellectual disability, autism spectrum disorder (ASD) and health psychology, mainly published between 2018 and 2023. The music therapy interventions mainly included music education interventions, improvisation music therapy (creation and performance), interactive music therapy (music and movement), mixed music therapy (including singing, dancing and drama), auditory-motor mapping training, family music therapy and melody-based communication therapy; involving basic music theory learning, music gesture and language training, music appreciation, improvisation, music ensemble, music cooperative games, etc; ten to 90 minutes a time, one to five times a week, for one to 32 weeks. In terms of cognitive development, music education interventions were beneficial for improving attention in children and adolescents with IDD. In terms of psycholinguistic skills, music therapy could significantly improve the articulation and language abilities of children and adolescents with ASD, especially phonological memory, word and sentence comprehension; and language and communication skills of children and adolescents with IDD, and enhance oral expression abilities. Music could also help improve behavioral disorders, including improving physical coordination, reducing repetitive behaviors and controlling hyperactive behaviors. In terms of music education performance, music therapy could improve amiliarity with song rhythm and melody, phoneme discrimination, mastering songs and lyrics, and enhance music rhythm perception of children and adolescents with IDD. In addition, music therapy also promoted social and emotional development, improved prosocial behavior and social skills, helped reduce anxiety, enhance emotional control, improve social skills and self-esteem, increase positive emotions, and strengthen communication and cooperation with peers and teachers.

Conclusion Music intervention has a positive impact on the function, health and development of children and adolescents with IDD, which is reflected in cognitive development, psycholinguistic skills, motor skills, music education performance, and children and adolescents' social and emotional development.

Key words: intellectual and developmental disabilities, children, adolescents, music intervention, music education, systematic review

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