Abstract - The effect of music therapy on spontaneous communicative interactions of young children with cochlear implants

Abstract

This investigation examined the effect of music therapy (MT) on spontaneous imitation, initiation, turn-taking, and synchronization of young children, following cochlear implantation. Data were also collected from parents describing their child’s engagement in and enjoyment of music in daily experiences before and after the MT intervention.

The subjects were five 2-3-year-old children (4f, 1m) of normal hearing parents with no known disability other than deafness. The study utilized mixed methods and was carried out as an in depth multiple case study, comparing responses within subjects and between conditions. An A-B-A-B crossover design was employed, with subjects randomized as to order of condition (A: four 20-minute weekly sessions of play with 10 minutes directed by the therapist and 10 minutes child-led; B: four 20-minute weekly MT sessions, 10 minutes directed by the therapist and 10 minutes child-led). The researcher served as the therapist in both conditions and employed a flexible protocol for both. Data collection was carried out using video analysis of the MT and play sessions as the main tool, and the non-standardized parent pre- and postintervention questionnaires and semi-structured interviews as secondary tools.

Analyses of the DVD recordings of all sessions confirmed that MT enhanced the frequency and/or duration of target behaviors to a significantly greater degree than did play. Spontaneous turn-taking was significantly greater during the undirected session part of both the MT and play sessions. No significant differences were found between the mothers’ or the fathers’ responses from pre to post on the questionnaires. A thematic analysis of the interviews revealed that parents acknowledged the importance of MT and were interested in continuing to apply different music activities.

The findings support the premise that MT, as implemented in this study would have a positive effect on communication outcomes when integrated into a total habilitation program for young children with CI. To realize these benefits, parents and educators need to be given concrete recommendations regarding the exposure of children with CI to music and the use of music for communication as well as the importance of the undirected approach.