Abstract
Date Presented 03/21/24
This study examined efficacy and instrumentation of a therapeutic drumming intervention implemented with autistic children. The study identified potentiality of an evidence-based and neurodiversity affirming intervention option for this population.
Primary Author and Speaker: Dina Prisco
Additional Authors and Speakers: Zahava Friedman
Contributing Authors: Jorge Ochoa, Talia Nuesi, Carmen Guarino, Barbara Cheuvront
PURPOSE: Though evidence supports efficacy of therapeutic drumming (TD) for autistic individuals, there is a need to instrument and assess TD within the scope of occupational therapy (Litchke & Bracken, 2018). This study piloted a center-based TD program to measure efficacy of this neurodiversity affirming and sensory integrative intervention. It also targeted identification of appropriate instrumentation measures for the population (Kornblau & Robertson, 2021; Patten, 2022; Schaff & Dumont, 2018).
DESIGN: This study included a convenience sample of 10 autistic children, ages 2 through 6. Children were split into 2 groups who each participated in 6 30-minute interventions, led by a level II fieldwork student. Each child was provided with 1:1 support from a familiar behavior technician.
METHOD: The Behavior Assessment System for Children, 3rd Edition (BASC-3) and the Social and Personal Relationship Scale (SPRS) were used as pre- and post-intervention measures for statistical analyses; paired sample t-testing identified if and where differences existed.
RESULTS: The alpha level for this study was set at .05. Significant differences in all SPRS scores (whole, social, and personal participation) were found. Significant differences were found in 2 of the BASC-3 subcategory scores, consistent with the SPRS.
FINDINGS: response to teacher and peer interaction. No significant differences were found in the remaining 12 subcategory scores. Reflective analysis of BASC-3 language revealed poor alignment with neurodiversity affirming practice. In contrast, the SPRS was found to be in strong alignment with neurodiversity affirming practice.
CONCLUSION & IMPACT: This study adds preliminary support for use of and continued research on TD as a neurodiversity affirming pediatric intervention. OTPs working with other populations may explore efficacy and instrumentation. Caution should be exercised when using traditional measures of neurodivergent behavior.
References
Kornblau, B. L., & Robertson, S. M. (2021). Guest Editorial-Special issue on occupational therapy with neurodivergent people. American Journal of Occupational Therapy, 75, 7503170010. https://doi.org/10.5014/ajot.2021.753001
Litchke, L. G., & Bracken, M. T. (2018). A qualitative study on the social-emotional benefits of Drumtastic Ability Beats® for children with autism spectrum disorder. American Journal of Recreation Therapy, 17(3), 37–47. https://doi.org/10.5055/ajrt.2018.0166
Patten, K. K. (2022). Eleanor Clarke Slagle Lecture–Finding our strengths: Recognizing professional bias and interrogating systems. American Journal of Occupational Therapy, 76, 7606150010. https://doi.org/10.5014/ajot.2022.076603
Schaaf, R. C., Dumont, R. L., Arbesman, M., & May-Benson, T. A. (2018). Efficacy of occupational therapy using Ayres Sensory Integration®: A systematic review. American Journal of Occupational Therapy, 72(1), 7201190010p1–7201190010p10. https://doi.org/10.5014/ajot.2018.028431
