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Liu MN, Liou YJ, Wang WC, Su KC, Yeh HL, Lau CI, Hu LY, Tsai SJ, Chen HY. Group Music Intervention Using Percussion Instruments to Reduce Anxiety Among Elderly Male Veterans with Alzheimer Disease. Med Sci Monit 2021; 27:e928714. [PMID: 33611334 PMCID: PMC7905960 DOI: 10.12659/msm.928714] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Background This study aimed to assess the impact of a group music intervention on anxiety and depression of elderly male veterans with dementia. Material/Methods In total, 50 elderly men with Alzheimer disease were randomly divided into intervention and control groups. Patients in the intervention group attended a 60-minute group music session that used percussion instruments with familiar music in the morning once a week for 12 weeks, whereas those in the control group received a rest and reading session at the same intervals and under the same conditions. The Hamilton Anxiety Rating Scale and Geriatric Depression Scale were used to assess anxiety and depression at baseline, week 6, and week 12. The Primary Measures of Music Audiation (PMMA) was used to assess musical aptitude at the baseline. Results A significant reduction in the anxiety level following the 12-week music sessions was observed in the intervention group (P<.001), but there was no significant change in the control group. However, the change in depressive symptoms between the 2 groups was nonsignificant. In the intervention group, when stratifying patients based on music aptitude determined through PMMA assessment, patients with high PMMA scores had significantly reduced anxiety symptoms over time compared with those with low scores. Conclusions For elderly male veterans with dementia, participating in a group music intervention reduced anxiety symptoms. In patients with high musical aptitude, the treatment effects on anxiety reduction were satisfactory. Measures of music aptitude may provide valuable information regarding patients’ response to music intervention.
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Affiliation(s)
- Mu-N Liu
- Department of Psychiatry, Taipei Veterans' General Hospital, Taipei, Taiwan.,Division of Psychiatry, School of Medicine, National Yang-Ming University, Taipei, Taiwan.,Institute of Brain Science, National Yang-Ming University, Taipei, Taiwan.,Memory and Aging Center, University of California San Francisco, San Francisco, CA, USA
| | - Ying-Jay Liou
- Department of Psychiatry, Taipei Veterans' General Hospital, Taipei, Taiwan.,Division of Psychiatry, School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Wan-Chuan Wang
- Taipei Rosyclouds Foundation for Education, Taipei, Taiwan.,Music Department, Taipei National University of The Arts, Taipei, Taiwan
| | - Kuan-Chen Su
- Taipei Rosyclouds Foundation for Education, Taipei, Taiwan
| | - Heng-Liang Yeh
- Health Care Group, Taipei Veterans Home, New-Taipei, Taiwan
| | - Chi-Ieong Lau
- Dementia Center, Department of Neurology, Shin Kong Wu Ho-Su Memorial Hospital, Taipei, Taiwan.,Applied Cognitive Neuroscience Group, Institute of Cognitive Neuroscience, University College London, London, United Kingdom.,College of Medicine, Fu-Jen Catholic University, Taipei, Taiwan.,Institute of Biophotonics, National Yang-Ming University, Taipei, Taiwan.,University Hospital, Taipa, Macao
| | - Li-Yu Hu
- Department of Psychiatry, Taipei Veterans' General Hospital, Taipei, Taiwan.,Division of Psychiatry, School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Shih-Jen Tsai
- Department of Psychiatry, Taipei Veterans' General Hospital, Taipei, Taiwan.,Division of Psychiatry, School of Medicine, National Yang-Ming University, Taipei, Taiwan.,Institute of Brain Science, National Yang-Ming University, Taipei, Taiwan
| | - Hsin-Yi Chen
- Taipei Rosyclouds Foundation for Education, Taipei, Taiwan.,National Taiwan University of the Arts, Taipei, Taiwan
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Carpente JA, Gattino GS. Inter-rater reliability on the Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND) for autism spectrum disorder. NORDIC JOURNAL OF MUSIC THERAPY 2018. [DOI: 10.1080/08098131.2018.1456480] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- John A. Carpente
- The Rebecca Center for Music Therapy at Molloy College, Molloy College, Rockville Centre, NY, USA
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Lense M, Dykens E. Musical learning in children and adults with Williams syndrome. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2013; 57:850-860. [PMID: 22974236 DOI: 10.1111/j.1365-2788.2012.01611.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
BACKGROUND There is recent interest in using music making as an empirically supported intervention for various neurodevelopmental disorders due to music's engagement of perceptual-motor mapping processes. However, little is known about music learning in populations with developmental disabilities. Williams syndrome (WS) is a neurodevelopmental genetic disorder whose characteristic auditory strengths and visual-spatial weaknesses map onto the processes used to learn to play a musical instrument. METHODS We identified correlates of novel musical instrument learning in WS by teaching 46 children and adults (7-49 years) with WS to play the Appalachian dulcimer. RESULTS Obtained dulcimer skill was associated with prior musical abilities (r = 0.634, P < 0.001) and visual-motor integration abilities (r = 0.487, P = 0.001), but not age, gender, IQ, handedness, auditory sensitivities or musical interest/emotionality. Use of auditory learning strategies, but not visual or instructional strategies, predicted greater dulcimer skill beyond individual musical and visual-motor integration abilities (β = 0.285, sr(2) = 0.06, P = 0.019). CONCLUSIONS These findings map onto behavioural and emerging neural evidence for greater auditory-motor mapping processes in WS. Results suggest that explicit awareness of task-specific learning approaches is important when learning a new skill. Implications for using music with populations with syndrome-specific strengths and weakness will be discussed.
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Affiliation(s)
- M Lense
- Department of Psychology and Human Development, Vanderbilt Kennedy Center, Vanderbilt University, Nashville, TN, USA.
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