music therapy research and evidence based practice

Music Therapy: Research and Evidence-Based Practice

1st Edition - August 27, 2017
Author: Olivia Swedberg Yinger
Language: English
Hardback ISBN: 9780323485609 9 7 8 - 0 - 3 2 3 - 4 8 5 6 0 - 9
eBook ISBN: 9780323496018 9 7 8 - 0 - 3 2 3 - 4 9 6 0 1 - 8

Get a quick, expert overview of the clinical and evidence-based use of music interventions in health care. This practical resource compiled by Dr. Olivia Swedberg Yinger pr… Read more

Music Therapy: Research and Evidence-Based Practice

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Get a quick, expert overview of the clinical and evidence-based use of music interventions in health care. This practical resource compiled by Dr. Olivia Swedberg Yinger provides a concise, useful overview of the profession of music therapy, including a description of each of the research-support practices that occur in the settings where music therapists most commonly work.

Features a wealth of information on music therapy and its relevance in education settings, mental health treatment, medical treatment and rehabilitation, hospice and palliative care, gerontology, and wellness.
Includes a chapter on current trends and future directions in music therapy
Consolidates today’s available information and guidance in this timely area into one convenient resource.

Yinger: Music Therapy: Research and Evidence-Based Practice

Author's Preface

1. An Overview of the Music Therapy Profession

2. Neurological Foundations of Music-based Interventions

3. Music Therapy in Educational Settings

4. Music Therapy in Mental Health Treatment

5. Music Therapy in Medical Treatment and Rehabilitation

6. Music Therapy in Hospice and Palliative Care

7. Music Therapy in Gerontology

8. Music and Wellness

9. Current Trends and Future Directions in Music Therapy

No. of pages : 350
Language : English
Edition : 1
Published : August 27, 2017
Imprint : Elsevier
Hardback ISBN : 9780323485609
eBook ISBN : 9780323496018

Olivia Swedberg Yinger

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Music Therapy: Research and Evidence-Based Practice, 1st Edition

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Features a wealth of information on music therapy and its relevance in education settings, mental health treatment, medical treatment and rehabilitation, hospice and palliative care, gerontology, and wellness.
Includes a chapter on current trends and future directions in music therapy
Consolidates today’s available information and guidance in this timely area into one convenient resource.

More Information
ISBN Number	9780323485609
Main Author	By Olivia Swedberg Yinger, PhD, MT-BC
Copyright Year	2018
Edition Number	1
Format	Book
Trim	191w x 235h (7.50" x 9.25")
Imprint	Elsevier
Page Count	350
Publication Date	27 Sep 2017
Stock Status	IN STOCK - This may take up to 5 business days to ship

Yinger: Music Therapy: Research and Evidence-Based Practice

Author's Preface

1. An Overview of the Music Therapy Profession

2. Neurological Foundations of Music-based Interventions

3. Music Therapy in Educational Settings

4. Music Therapy in Mental Health Treatment

5. Music Therapy in Medical Treatment and Rehabilitation

6. Music Therapy in Hospice and Palliative Care

7. Music Therapy in Gerontology

8. Music and Wellness

9. Current Trends and Future Directions in Music Therapy

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Music Therapy: Research and Evidence-Based Practice

26 jan music therapy: research and evidence-based practice.

ABSTRACT: The profession of music therapy in the United States has a rich history and has grown considerably over the past few decades. Music therapy is the clinical and evidence-based use of music interventions to achieve individualized goals within a therapeutic relationship with a credentialed music therapist. Music therapists in the United States go through rigorous training to earn the MT-BC (music therapist-board certified) credential. Individuals of all ages have been shown to benefit from music therapy, and treatment may occur in a wide range of settings, including children’s facilities and schools, mental health settings, medical settings, geriatric facilities, hospice and bereavement services, and private practice settings. Music therapists may address cognitive, communicative, emotional, musical, physiological, psychosocial, sensorimotor, or spiritual goals. Broadly speaking, music therapy interventions may involve listening to music, talking about music, making music, and/or moving to music; the specific intervention or interventions are selected based on the specific needs, abilities, goals, and preferences of the client. Live, preferred music, although not used with every client, has been shown to be highly effective in helping bring about therapeutic change. Various approaches to music therapy exist, and the research base on music therapy treatment, while already strong, is rapidly growing.

AUTHOR SUMMARY: Olivia Swedberg Yinger, PhD, MT-BC

READ MORE: https://www.sciencedirect.com/science/article/pii/B9780323485609060010

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Evidence-based music therapy practice: an integral understanding

Affiliation.

1 Montclair State University, USA.
PMID: 21488603
DOI: 10.1093/jmt/47.4.351

The American Music Therapy Association has recently put into action a plan called its Research Strategic Priority, with one of its central purposes to advance the music therapy field through research promoting Evidence-Based Practice of music therapy. The extant literature on music therapy practice, theory, and research conveys a range of very different perspectives on what may count as the "evidence" upon which practice is based. There is therefore a need to conceptualize evidence-based music therapy practice in a multifaceted, yet coherent and balanced way. The purpose of this paper is to illustrate a framework based upon four distinct epistemological perspectives on evidence-based music therapy practice that together represent an integral understanding.

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Music therapy : research and evidence-based practice

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Contributors

Description

Creators/contributors, contents/summary.

Forword / Jayne M. Standley
Author's preface / Olivia Swedberg Yinger
Overview of the music therapy profession / Olivia Swedberg Yinger
Neurologic foundations of music-based interventions / Kimberly Sena Moore
Music therapy in educational settings / Michael R. Detmer
Music therapy in mental health treatment / Lori F. Gooding
Music therapy in medical treatment and rehabilitation / Darcy DeLoach
Music therapy in hospice and palliative care / Meganne K. Masko
Music therapy in gerontology / Olivia Swedberg Yinger
Music therapy and wellness / Lorna E. Segall
Current trends and future directions in music therapy / Alejandra J. Ferrer.

The evidence on music therapy

A new study published in the Journal of the American Medical Association found that children admitted to the emergency department who listened to music during routine procedures showed less distress and reported lower pain scores than those who didn’t listen to music.

The study included a total of 42 children aged 3 to 11 years who had an IV line placed. Half of them were randomly selected to listen to music selected by a music therapist during the procedure. Health care providers reported that it was easier to insert the IV line in children who were listening to the music; health providers also reported more satisfaction with the placement compared to those who did not listen to music.

Those are some convincing results, but still only a single study. So we went looking for systematic reviews on the impact of music in medical settings. It turns out, there is plenty more evidence showing the positive effects of music on health. Among them:

A 2011 review published in the Cochrane libraries found music therapy and music medicine interventions can help cancer patients. The review found some positive effects of music on anxiety, pain, mood, quality of life, heart rate, respiratory rate, and blood pressure.
Another Cochrane review published in 2009 looked for studies measuring whether music therapy is useful in treating depression. The reviewers only found five studies appropriate for the review. Four of them concluded that patients exposed to music therapy had a greater reduction in symptoms compared to those who didn’t listen to music.
And a third review published in the Journal of Advanced Nursing in 2002 looked at the impact of music therapy on patients admitted to the hospital. Researchers reviewed 19 studies, and found music therapy improved patients anxiety levels in the hospital. Researchers didn’t find any impact on vital signs or anxiety during a procedure, but still recommended music therapy as an effective way to calm patients.

The bottom line: There is plenty of evidence to show that music therapy used in health care settings can help calm patients. And given there are no side effects associated to music listening, it’s certainly a treatment worth trying.

I agree, music therapy works. A lot of experiments have been done on how the different waves affect the human organism. Really interesting topic that should be researched even more.

Music expresses what cannot be put in words and it is very healthy to express one self. Although I find it most enjoyable when listening to electronic music

I know music can change the mood and shift your concentration. Thus pain can be lessen though. Music can help the patients to heal faster due to the relaxation on the body.

Music also affact the human thinking and emotion . When you will hear joy or happiness and good music you will think positive and also your health will be good. On the other hand when you will hear sad music your will feel sad and it will affact your body. This is simple example . Thanks for your article.

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Music Therapy: Evidence-Based Practice

Article Databases

Evidence-Based Practice

Professional Resources

In Evidence-Based Practice (EBP), research studies are ranked in a Hierarchy of Evidence. Information sources described near the top of the pyramid are the most thoroughly reviewed and synthesized. The type of sources you need to seek will depend on the type of question you need to answer.

Research design and evidence , CC BY-SA 4.0 , via Wikimedia Commons

Evidence-Based Sources

Cochrane, PubMed and other EBM sources Handout from Duke University Medical Center Library, 2005, that quickly explains the levels of evidence.

Berklee Music and Health Institute Research Collection Scientific papers 2000-present, divided into collections on music and dementia, music and pain, music and mental health, music and substance use/abuse, and more.
Trip Database a clinical search engine that provides research evidence to support clinicians' practice and/or care
Evidence Based Practice | Duke U Medical Center Library A seven-part tutorial on evidence based practice (EBP)

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Last Updated: Sep 3, 2024 1:00 PM
URL: https://libguides.su.edu/music_therapy

Research

Research is an integral component of music therapy as an evidence-based contemporary profession and discipline. in addition to exploring and demonstrating the impact of music therapy and ensuring high standards of practice, research evidence informs funding and policy making decisions in the field..

UK music therapists have been and continue to be integral in the development of regional and international research initiatives and collaborations, as well as in the provision of education within research active environments.

As part of its aim to promote the art and science of music therapy, BAMT supports and develops further research in music therapy. In particular BAMT aims:

to promote current research activity and participation in research to both music therapists and public;
to provide opportunities for music therapists to develop and share research ideas and skills;
to enable small-scale research to happen through funding and to promote opportunities for larger funding;
to increase awareness of current and emerging research evidence through links with stakeholders on national and international levels.

Research Work Areas

Bamt’s research agenda is currently implemented through four main research work areas, collaborations.

The BAMT Research Officer represents and advises the association in research-related matters. They can be contacted at [email protected]

The BAMT Register of Surveys, Research and Evaluation Projects (ROSREP) provides information about music therapy research activity within the UK. It also enables researchers to recruit participants for ongoing studies.
Other online research-related resources are listed on BAMT’s website, including the index and abstracts to the association’s peer-reviewed journal The British Journal of Music Therapy .
The BAMT monthly e-bulletin keeps membership up to date with ongoing research activities and news.
Access to the BAMT mailing list for sample recruitment purposes is offered to research organisations or individuals who conduct research at a professional or doctorate level. Project registration to ROSREP is a prerequisite for mailing list access.
The BAMT Research Network provides a forum for sharing ideas, information and resources. Welcoming both experienced and novice researchers. The network provides opportunities for supporting and/or mentoring those seeking advice or guidance in research in its many guises.
In addition to meetings and CPD events, the Research Network members receive research-related news through the network’s mailing list.
BAMT’s Small Grants Scheme supports training and research in music therapy.
Other funding opportunities, such as grants from the Music Therapy Charity , are circulated through the BAMT’s e-bulletin.
BAMT is a member of The Music Research Consortium UK (MRC-UK) which represents UK professional organisations promoting research in music.
BAMT is a member of the Council for Allied Health Professions Research (CAHPR) (previously Allied Health Professions Research Network, AHPRN) which develops AHP research, strengthens evidence of value and impact, and enhances patient care. BAMT members can access the CAHPR research hubs across the country to seek research advice as well as to attend CPD research events.
BAMT is open to be part of research collaborations in areas that are directly connected to the association’s charitable aims. Proposals can be sent to [email protected]

Call for Participants (updated 18.03.24)

Seeing Eye to Eye; An examination into music therapists’ understanding of the needs of people with both dementia and visual impairment within a UK care home setting.

https://app.onlinesurveys.jisc.ac.uk/s/angliaruskin/dementia-and-vision-impairment Thank you. Lozzie Hollis-Hills, Anglia Ruskin University Student

South American Indigenous Ritual: Insights for Music Therapy My name is George Murrell and I’m a final year Music Therapy MA student at the University of Roehampton. For my dissertation project, I’m exploring how can the ritual use of music by indigenous communities in Lowland South American can inform Western music therapy. I’m searching for music therapists who have lived-experience of at least one indigenous community in Lowland South America. Participation in the study will involve an interview of approximately 1 hour, either on Teams or in-person. If you are interested please contact me at [email protected] by 1/4/24. Please feel free to share this information widely with any others who may be interested or let me know if there are other networks that I might access to invite participants. Thank you. How Do Music Therapists Experience the Use of Breath in their Clinical Work in Palliative Care? Hello, my name is Elen Morgan-Williams, and I am a final-year MA Music Therapy student at the University of Roehampton. I am looking for participants for my research project: ‘How Do Music Therapists Experience the Use of Breath in their Clinical Work in Palliative Care?’ I am looking to interview three qualified and registered Music Therapists’ who have current or recent experience of delivering music therapy in palliative care. Participants should have experience of engaging with breath in their music therapy work. Interview Length: 45-60 minutes. Location: Online via Microsoft Teams. In-person interviews will be considered to accommodate individual circumstances. When: At a mutually convenient time in April. If you are interested in taking part in this study and would like further information, please contact Elen Morgan-Williams: [email protected] by 29th March 2024. I look forward to hearing from you. Thank you, Elen Morgan-Williams AN EXPLORATION OF THE IMPACT OF GENDER BIASES ON THE EXPERIENCES OF MALE MUSIC THERAPISTS WORKING IN ALL-FEMALE PSYCHIATRIC WARDS My name is Sertac Nidai and I am an MA Music Therapy student in my final year of training at the University of Roehampton. I am conducting a qualitative research study that aims to explore the question: How do gender biases impact the experiences of male Music Therapists working in all-female psychiatric wards? I am inviting 3 male identifying Music Therapists with experience working in all-female psychiatric wards to participate in one hour online interviews. The interviews will be held on Teams and later analysed using Interpretative Phenomenological Analysis. If you are interested in participating in this project and would like further information please email [email protected] by 29th March.

Thank you. Invitation for research participants: What are autistic music therapists’ experiences of countertransference in clinical work?

My name is Chantel Parsons, and I am an MA Music Therapy student in my final year of study at Roehampton University. I am looking to interview three autistic music therapists (diagnosed or self-identifying) willing to speak about their experiences of countertransference in clinical work.

Participants will take part in a semi-structured individual interview in April via MS Teams, lasting approximately one hour.

If you are interested in participating in this project and would like more information, please email [email protected] by March 30 th .

Thank you! Tell Out My Soul: An Investigation of Music Therapists’ experiences of using hymns in palliative care My name is Bea Kinsey and I am a Music Therapy student at the University of Roehampton. I am currently in my final year of study and carrying out a research project that explores the question: How to do music therapists experience the role of hymns in their work in adult palliative care? It is a qualitative study, and will be carrying out semi-structured interviews, lasting an hour, about music therapists’ use of hymns in adult palliative care. I am looking for three music therapists who have experience in this area to take part. The interviews will be held on Teams or in person. If you are interested in taking part or would like more information, please email [email protected] by Friday 29th March 2024. Thank you!

How Music Therapy Helps Children Manage Bereavement UWE MA Music Therapy Postgraduate Student is looking for participants to take part in a dissertation research study.

To find out more about the study, and to consent to take part, please click on the link below:

Link to survey

Do you have experience of working with adoptees? Link to Survey

I am looking for participants to help with my music therapy MA research project. Are you an HCPC registered music therapist who has worked with at least one adoptee? If so, you are invited to complete a qualitative online questionnaire (via Qualtrics). This should take no longer than 15 - 30 minutes to complete. Following this, I aim to recruit 3 people to attend an online interview. These questions will relate to your experience of music therapy with adoptees and there is no right or wrong way to answer the questions. Your contribution is likely to offer valuable insight to music therapists and the adoption community. I will provide you with an information sheet and you will be asked to complete a consent form and a very brief demographic form to help me to ascertain the range of people taking part. To find out more and to register your interest, please click on the survey link or or contact me at: [email protected] This project has been reviewed by, and received a favourable opinion from the UWE Psychology Ethics Committee: reference IM 150124 PEC 03 Email: [email protected] and this research is being supervised by Dr Joy Gravestock who you may also contact with any questions on [email protected]

Call for Music Therapists - How do young people aged 10-16 with family violence backgrounds present in music therapy? To read more and express interest in an interview please fill in this short survey available through this link - https://uwe.eu.qualtrics.com/jfe/form/SV_39J3vqQ6o2GcmsS

Thank you in advance. Sarah Price, UWE

Please use 'keywords' in search box below to discover related content in the BAMT website.

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Effectiveness of music therapy in children with autism spectrum disorder: A systematic review and meta-analysis

1 College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, China

2 Department of Rehabilitation Medicine, Shanghai Fourth People’s Hospital Affiliated to Tongji University, Shanghai, China

3 Department of Rehabilitation Medicine, The First Affiliated Hospital of Fujian Medical University, Fuzhou, China

Minguang Yang

Jianhong li, associated data.

The original contributions presented in this study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

This study was to investigated the efficacy of music therapy (MT) in children with autism spectrum disorder (ASD) via a meta-analysis that comprehensively evaluated data from all eligible research in this field.

Systematic review and meta-analysis.

A systematic search of the PubMed, Embase, and Cochrane Library databases from inception to October 2021 to identify studies that administered MT to children with ASD.

Eight randomized controlled trials (RCTs) including 608 participants met the inclusion criteria. The meta-analysis showed that MT was associated with a significant increase in social reactions among children with ASD (standardized mean difference (SMD) = 0.24, 95% confidence interval (CI) [0.03, 0.46], I 2 = 0%, P = 0.03). However, MT did not elicit a significant increase in symptom severity (SMD = 0.17, 95% CI [−0.04,0.38], I 2 = 0%, P = 0.12), social adaptive behavior (SMD = 0.02, 95% CI [−0.44,0.48], I 2 = 0%, P = 0.93) or speech (SMD = 0.04, 95% CI [−0.39, 0.47], I 2 = 0%, P = 0.86) in children with ASD.

MT can improve social skills in children with ASD; however, there does not seem to be a consensus on the persistence of its effects. These findings can inform clinical practice. Promoting the use of MT in children with ASD and improving its symptoms are the ultimate goals.

Introduction

Autism spectrum disorder (ASD) is a neurodevelopmental disorder of children, characterized by a behavioral phenotype of impaired social communication and stereotypic behavior ( 1 ). One percent of the worldwide population has ASD ( 1 ). Extensive genetic and early developmental environmental factors play an important role in the etiological heterogeneity of ASD. Functional neuroimaging is essential to highlight the presence of altered activation patterns in specific brain regions of patients with ASD, such as those involved in emotion regulation and social interaction ( 2 ), Frontal and cingulate cortices have been associated with persistently impaired social skills in ASD ( 3 ). Furthermore, inadequate local connectivity of the dorsal posterior cingulate cortex and the right medial paracentral lobule has been observed in ASD ( 4 ).

Music can trigger engagement in social functions, and musical activity is directly related to the fulfillment of basic human needs, such as communication, cooperation and social attachment ( 5 ). Supporting social functions was probably an important adaptive function of music in human evolution of humans ( 5 ). Despite their socioemotional impairment in everyday life, individuals with ASD have nearly normal abilities to recognize, experience and process emotional aspects of music ( 6 ). While listening to happy or sad music, individuals with ASD show activations in cortical and subcortical brain regions that are known to be deficient in this patient group with regard to nonmusical emotional stimuli ( 6 ).

As a cost effective, noninvasive adjunct to standard therapy, music therapy(MT) can be beneficial in the treatment of psychiatric disorders, in a variety of settings and patient groups, yet more validated scientific research is still required to establish MT as a quantified therapy ( 7 ). MT is usually easy to implement in practice ( 8 ). MT is a systematic intervention process in which the therapist helps the client to promote health, using musical experiences and the relationships that develop through them as dynamic forces of change ( 9 ). In terms of interventions, MT has been performed with child-centered or therapist-led approaches, using songs, improvisation, music listening, or combinations thereof ( 10 ). Some research has found that MT is an effective method with profound and consistent effects on improving the social skills of children with ASD ( 11 ).

Early social communication skills are theorized to be important for later more complex social behaviors ( 12 ). Social intervention from childhood onward is essential for individuals with autism. The neuropeptide oxytocin has been used as a potential therapy to reduce social impairment in ASD, but this hypothesis remains controversial and inconclusive ( 13 ). A placebo-controlled trial of intranasal oxytocin therapy in children and adolescents with ASD showed no significant between-group differences in the least-squares mean change from baseline on social functioning measures of over 24 weeks ( 14 ). Promising MT effects for autism have been shown in many domains ( 10 ), and MT may be a better option than some other treatments for improving the social skills of children with ASD.

This meta-analysis investigated the effects of MT on children with ASD. The primary outcome was the Social Reaction Scale (SRS) score, Gresham and Elliot created the SRS, which includes forms for parents, instructors, and students and is meant for three periods: preschool, elementary, and guidance school ( 11 ). The SRS mainly evaluates social functions; Phuong found that it exhibited good reliability with high internal consistency and test retest reliability, sensitivity, and specificity for identifying children with ASD ( 15 ). The secondary outcomes were the Vineland Adaptive Behavior Scales (VABS) and Verbal Production Evaluation Scale (VPES) socres. The VABS produces standardized scores in four domains: communication, social skills, daily living skills, and motor skills ( 16 ). Additionally, Hayoung designed the VPES to measure the participant production of target words according to the four speech components ( 17 ). The Autism Diagnostic Observation Schedule (ADOS) is a semistructured, standardized assessment of communication, social interaction, gaming, and restricted and repetitive behaviors ( 18 ). The Childhood Autism Rating Scale(CARS) is a useful tool for diagnosing children over 2 years old, and it has strong psychological measurement characteristics ( 19 ). The ADOS and CARS are measures of autism symptom severity, higher assessment result scores indicate greater symptom severity.

Materials and methods

Search strategy.

The Preferred Reporting Items for System Reviews and Meta-Analyses (PRISMA) Statement Guide was reviewed. We searched the electronic databases that met the requirements and manually searched the reference list from the existing review. We searched PubMed, Embase, Cochrane Data, and Web of Science from database inception through October 4, 2021, using medical subject headings or a combination of free text words and concepts related to children with ASD and MT; the search was not limited by geography or publication type. Additional relevant publications were found by scanning the reference lists of the retrieved research.

Inclusion criteria

The inclusion criteria were pre-specified according to the PICOS (participants, interventions, comparisons, outcomes, and study design) framework (see Table 1 ). Studies investigating children who had a definite diagnosis of autism were included. The interventions had to be delivered by a trained therapist to meet the definition of MT. Both active and receptive interventions were included. To attain a complete set of the variables tested in this context, no outcomes were indicated in the search syntax. Randomized controlled trials (RCTs) and controlled clinical trials were accepted.

Eligibity criteria.

Domain	Inclusion criteria

Patients	Children (below 14 years of age) were determined to have ASD
Interventions	Music therapy provided by a trained therapist
Comparators	Treatment as usual/Active control group
Outcomes	Not specified
Study designs	Randomized controlled trials/Controlled clinical trials

Study selection and data extraction

All searched records were loaded into reference management software (Note Express V9.0) during the preliminary screening to minimize duplicates and discover probable acceptability by scanning titles and abstracts. The detailed strategy for each database is shown in the supplementary files as an online resource. After that, a full-text review was carried out. A reviewer was tasked with resolving all discrepancies. One reviewer used a prepared form to extract data, which was then confirmed by another reviewer. The details of the extracted data included: the first author name, study and participant characteristics, intervention(s) for the experimental and control groups, and outcomes.

Assessment of the risk of bias in the included studies

The risk of bias in the included studies was evaluated by two independent reviewers (XK and WS) using the Cochrane Collaboration’s tool ( 20 ). This tool includes scores on six domains: (1) selective deviation (random sequence generation and allocation concealment), (2) performance deviation (participant and personnel blinding), (3) detection deviation (outcome assessor blinding), (4) attrition bias (incomplete outcome data), (5) reporting bias (selective reporting), and (6) other bias. Each item in each study was evaluated, and each domain was categorized as “low,” “high,” or “unclear” based on whether it matched the evaluation criteria for the feature conveyed by the items. Any discrepancies were resolved by a third reviewer.

Data analysis

The statistical analyses were conducted using Review Manager 5.3 software (RevMan 5.3). When several scales were employed in each experiment, the combined statistics were the mean and standardized deviation (SD), standardized mean difference (SMD), and 95% confidence interval (CI). When the same scales were used in each trial, the combined statistics were the weighted mean difference and 95% CI. A random effect model was used to examine the data if the results had heterogeneity; otherwise, a fixed effect model was utilized. I 2 reflects the study diversity. We contacted the author to request the original data if a study merely provided the value change in the evaluation scores. When two or more studies measured the same outcome and supplied data in a format suitable for pooling, the data were pooled for the meta-analysis. The χ 2 test and Higgins’s I 2 value were used to analyze the heterogeneity of the collected studies. P < 0.05 was considered significant when using the χ 2 test. When data were available, the pooled effect was computed using the fixed-effect model, and no significant heterogeneity was found. In addition, the random-effect model was used.

General results of the included studies

From the four electronic databases, 608 records were found using the search method. After the duplicates were deleted, two reviewers evaluated the titles and abstracts and removed irrelevant entries. Finally, 22 full-text papers were reviewed for eligibility, with 8 studies meeting the requirements ( 11 , 17 , 21 – 26 ). Figure 1 shows the research selection flowchart for discovering eligible papers.

An external file that holds a picture, illustration, etc.
Object name is fpsyt-13-905113-g001.jpg

PRISMA flow chart. Showing the article selection process. Eight chosen articles.

Characteristics of the included studies

The major goal of this study was to investigate the overall effectiveness of MT for children with ASD across numerous outcomes and modifiers. In 8 trials, 608 persons met the inclusion criteria. Figure 1 shows the overall search strategy and article-screening procedure, whereas Table 2 shows the coded methodological, participant, and study features as well as the total treatment impact for each study.

Study characteristics meeting inclusion criteria.

Study		Age	Duration	Setting	Control	measure	outcome
Rabeyron ( )	37	4–7 year	8 months, 30 min	MT	Music listening	CGI, CARS, ABC	Lethargy improved
Lim, ( )	50	3–5 year	3 days, 2 times/day	Music training	ST	VPES	No significance
Bieleninik ( )	364	4–6 year	5 months	MT, Standard care	Standard care	ADOS,SRS	No significant difference
Gattino ( )	24	7–12 year	16 weeks	MT, Activities	Activities	CARS-BR	Improve nonverbal communication
Meghan ( )	51	6–12 year	8–12 weeks, 1times/week, 45 min	Music intervention	Non-music intervention	VABS,SRS-II	Improve social communication
Thompson ( )	33	3–6 year	16 weeks, 1 time/week, 30–40 min	MT, Early intervention	Early intervention	VSEEC, SRS-PS	Improve social interactions
Ghasemtabar ( )	27	7–12 year	2 months	MT	No MT	CARS, SRS	Enhance children’s social skills
Lim ( )	22	3–5 year	2 weeks, 3 days/week	MT, ABA(VB)	ST ABA (VB)	VPES	No significance

CGI, the Clinical Global Impression; CARS, Childhood Autism Rating Scale; ABC, the Aberrant Behavior Checklist; VPES, A verbal production evaluation scale; ADOS, Autism Diagnostic Observation Schedule; SRS, the Social Responsiveness Scale; VABS, Vineland Adaptive Behavior Scales; VSEEC, Vineland Social-Emotional Early Childhood Scales; ABA, Applied Behavior Analysis; ST, Speech Training.

The styles of music utilized in the intervention groups were diverse, involving commercial music ( 26 ), original music created by the therapist with speech training words ( 17 ), Orff-Schulwerk music ( 27 ), and other kinds of music styles. MT lasted anywhere from 3 days to 8 months in the studies that were included.

Risk of bias in the included studies

The assessment of evidence quality was performed according to the Grading of Recommendations Assessment, Development and Evaluation (GRADE) process. Figure 2 provides a summary of the risk of bias results for each included study. Six trials ( 17 , 21 – 24 , 28 ) randomized their group assignments by using a computer-generated randomization list. One trial ( 11 ) matched the children by both age and sex to eliminate possible intervening variables. Three ( 11 , 21 , 22 ) of those studies reported allocation concealment. Three studies ( 10 , 21 , 22 ) described participant and personnel. Two studies ( 22 , 24 ) clearly described the blind assessment of the outcome measures. The included studies were randomized controlled trials with high quality of evidence. Quality downgraded by one grade because of possible publication bias.

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Risk of bias in the included studies.

Mean difference effect on symptoms severity in children with autism spectrum disorder

In 8 studies, means and SD, or means and 95% CI were used to report the results before and after the interventions. The influence of MT on the overall level of functioning in children with ASD was assessed. The included literature used the ADOS and CARS to assess symptom severity in children with ASD. Two studies with 353 participants reported the relevant data. Compared with the control group, the level of intervention in the MT group did not significantly improve in either of the two studies. The pooled SMD did not show a statistically significant improving symptoms severity in children with ASD ( P >0.05; Figure 3 ). MT did not improve symptom severity in children with ASD.

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Forest plots of the effect of MT on symptoms severity compared with no MT; SD, standard deviation; 95% CI: 95% confidence interval; IV: inverse variance method.

Effect on the social reactions of children with autism spectrum disorder

The MT effect on the social reactions of children with ASD was assessed in four studies. Three studies ( 21 , 24 , 28 ) with 330 participants reported the relevant data. Four studies used the SRS to measure the MT effect on children with ASD. One study ( 21 ) demonstrated a significantly lower post-intervention level of social interaction in the MT vs. the control group. The pooled mean difference (MD) showed a statistically significant increase in the SRS score ( P < 0.05; Figure 4 ). MT improved the social reactions of children with ASD.

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Forest plots of of MT (vs. no-MT) effect on the SRS score; SD: standard deviation; 95% CI: 95% confidence interval; IV: inverse variance method.

Effect on the adaptive social behaviors of children with autism spectrum disorder

Two studies with 34 participants reported the relevant data. Both used the VABS to measure the MT effect on children with ASD. The difference was significant between music and other training types ( P <0.05). The pooled MD did not show a statistically significant increase in adaptive social behaviors. ( P >0.05; Figure 5 ). MT did not improve social adaptive behavior.

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Forest plots of the MT (vs. no-MT) effect on social adaptation. SD: standard deviation; 95% CI: 95% confidence interval; IV: inverse variance method.

Effect on the speech of children with autism spectrum disorder

Three studies ( 17 , 22 , 23 ) with 82 participants reported relevant data. Three studies used the VPES or the CARS–BR (Brazilian–Portuguese version) scale to measure the MT effect on children with ASD. The CARS–BR aspects assessed in this study included verbal, nonverbal and social communication ( 22 ). We analyzed the results of the verbal subscale of the CARS-BR, which showed that the difference was not significant between music and other training types. The pooled SMD did not show a statistically significant increase in speech ( P >0.05; Figure 6 ). MT did not improve the speech of children with ASD.

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Forest plots of the MT (vs. no-MT) effect on speech. SD: standard deviation; 95% CI: 95% confidence interval; IV: inverse variance method.

Unlike previous meta-analysis, our subjects were children younger than 12 years old. Some limitations continued through to the meta-analysis and should be considered. First, the study design, methodological quality, and types and forms of music contributed to increasing the heterogeneity of the meta-analyses. The goal of this meta-analysis was to determine how MT affected children with ASD. This meta-analysis included eight RCTs with 608 individuals who compared MT groups to no-MT control groups. MT had a positive impact on social skills in children with ASD.

Social skills were examined in three studies. The subjects were of different ages, including preschoolers and school-aged children. Two of them explicitly used improvisational MT, and both required parental involvement. One was solo therapy by a professional therapist, without specifying musical form. The intervention frequency was weekly, with no significant differences in duration. The Intervention periods were different, ranging from 8 weeks to 5 months. Because differences in the age at intervention and the presence or absence of parents can have an effect on children’s MT outcomes; although I 2 was 0%, we believe this result is likely to be heterogeneous. With a growing body of research pointing to the potential benefits of parent-mediated interventions for supporting development in children with ASD, there is both a need, and increasing capacity, to examine influencing factors ( 29 ).

Karin found the MT relationship to be an important predictor of the development of social skills ( 30 ). Regarding the effect on the social reactions in children with ASD, the MT group showed a significant difference from the no MT group. Music is known to regulate arousal and attention in the brain and can engage different areas in the brains of individuals with neurological conditions ( 31 ). MT may increase the socioemotional motivation of children with ASD. Deficits in socioemotional reciprocity; nonverbal communicative actions utilized for social engagement; and the formation, maintenance, and comprehension of relationships are all examples of social communication impairments in children with ASD ( 32 ). Children with such impairments are unlikely to engage in social interactions. In addition, their social problems will not gradually improve as the children develop. Because their environments become more complicated, the children increase their understanding of their social discomfort, and may experience increased damage and pain during adolescence. The MT group did not show a significant difference from the no-MT group. A social adaptive function is required for children to adapt to their environments and interact adequately with others. Defects in social skills may result in limited relationships with peers and family members. Early social and communication skills are essential for a better developmental trajectory and the acquisition of more complicated abilities later in life ( 33 ).

People with ASD usually have a unique attraction to music and may have enhanced musical ability. This attraction to music can be used to allow children with ASD to participate in musical experiences, thereby promoting social skills ( 34 ). The musical strengths of children on the autism spectrum not only compensate for their social difficulties but also provide the potential for lifelong engagement in and enjoyment of musical activity ( 35 ). Many children with ASD respond favorably to music, finding it a safe and controlled stimulus for social interaction and social skill development. Musical stimuli may aid in the development of social interactions for a variety of reasons. Music has been shown to engage brain networks that are involved in similar musical and nonmusical tasks, and to maximize target behaviors through synchronized neuronal firings. MT interventions have a positive impact on social skills, including increasing participation ( 36 ), improving social connection and increasing emotional involvement ( 25 ). MT has also been shown to improve social greeting rituals and joint attention ( 37 ) as well as communication skills, peer interactions, and cognitive social skills ( 27 ). These studies show that MT can lead to measurable improvements in the social relationships of children with ASD.

Mean difference did not significantly decrease symptoms in children with autism. The ADOS is the medical standard for diagnosing autism and has been effective for classifying autism, but it is less specific and sometimes less sensitive for distinguishing children with mild autism ( 38 ). The CARS is widely used to detect and diagnose autism, and it has shown a strong concordance with the DSM–IV criteria for autism ( 39 ). However, the CARS is subjective. Moreover, the treatment durations included in the studies were relatively short, with none lasting more than 1 year. More research time and objective assessment methods may be needed to determine whether MT can improve symptom severity in children with autism. Although I 2 was 0%, we believe this result was likely to be heterogeneous. Social impairment is the core symptom of children with autism. The improvement of social ability should improve its severity, which requires larger samples and more studies to prove. Adaptive behavior was measured using reports from the parent/caregiver and teacher forms on the VABS, A total of two articles were analyzed. The children in the two studies were of different ages. One with parental involvement and one without although I 2 was 0%, we believe this is likely to be heterogeneous. Parents not only play an important role in the early diagnosis of the child, but also occupy an irreplaceable position in the later intervention treatment. Parental involvement contributes to the development of parent-child relationships and the development of children’s early social interaction skills.

Speech function in children with autism was assessed in two papers by the same authors using scales created by the authors themselves. The two studies had different ages of children and different interventions, and one used behavior analytic therapy. Although I 2 was 0%, we believe this is likely to be heterogeneous. Social communication difficulties are a key feature of ASD and must be present to receive a behavioral diagnosis. Speech is one aspect of social communication that encompasses a wide range of abilities. Children with ASD are more likely to show developmental impairments in speech and communication ( 40 ). They struggle with maintaining a conversation, extending welcomes and farewells, taking turns appropriately, and applying conversational repair procedures. These shortcomings are linked to difficulties with perspective-taking and the theory of mind. Because pragmatic speech problems are very common in ASD, this area has received much attention. When compared to peers with usual development, intellectual disabilities, or other disorders, children with ASD have reduced pragmatic skills.

Mean difference is thought to be an excellent way to help children with ASD improve their speech and communication abilities ( 17 ). Music instruction was found to be useful in improving the speech production of 50 children with ASD, including semantics, phonology, pragmatics, and prosody ( 17 ). Therefore, music, especially music suitable for a child’s age and developmental level, has been used as a consistent and reliable strategy to improve speech and language and to cultivate communication skills in almost all treatment methods. However, the results of another study indicated ( 23 ) that both music and speech training are effective for language for ASD children, and the differences between music and language training were not statistically significant.

Music is an auditory stimulus that interests and motivates many children with ASD ( 41 ). MT improves movement synchrony in children with ASD ( 42 ). Children with high levels of adaptive behavior or low levels of maladaptive behavior displayed greater exercise intensity during a fast music condition ( 43 ). MT for motor function training in children with ASD has been less studied, but the impact of MT is broad, and more difficult to quantify. Targeted assessment tools are required to evaluate the impact and long-term effects of MT.

A second music-based assessment for children with ASD is the Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND) ( 44 ). This assessment is part of the development framework based on the relationship between MT and ASD. In this framework, the ability to perform, and interpret creative music is evaluated. This assessment is based on music-centric treatment, which provides information about how people play a role in music, which helps with non-music interaction and understanding.

Failure to pre-register the protocol for this review is a problem because it introduces a potential bias to the evaluation. Fewer articles were included in this paper and only those published in English were covered, which may be subject to publication bias. Relatively little research has been conducted on the effects of MT on children with ASD and much of what has been published lacks scientific rigor. Fewer articles have been published in recent years, so selective publication can’t be ruled out.

In summary, our findings suggest that MT is effective in improving the social interaction of children with ASD. This convenient, short-term music program may help children with ASD learn social skills and integrate into society. Because of the small number of eligible studies, the conclusions should be applied with caution, and there appears to be no consensus on the continuation of the intervention effects. More assessor-blinded, international, parallel-group, pragmatic RCTs are needed to prove the effectiveness of MT in improving social interaction.

As an effective early intervention, MT, through auditory action on the cerebral system and other brain regions, adjusts the cerebral cortex, enhances emotions and arousal levels, and has a unique treatment effect on autistic children’s cognition, emotions and behaviors. To make MT truly beneficial for the majority of children with ASD, several changes should be implemented—including reductions in the required physical and mental effort, increases in the number of randomized controlled trials on the topic, and further exploration of the mechanism underlying MT—to elucidate its psychological mechanism. These suggestions can enhance the use of MT with children with ASD.

Data availability statement

Author contributions.

WL contributed to conceiving and designing the study. XK and WS drafted the manuscript. MY and JL conducted the literature search and extracted the data. All authors carried out with the direct participation of the study.

This work was supported by the Youth Top Talent Project of Fujian Province, China: “Young Eagle Project” (No. 2901-750102003).

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Frequently Asked Questions - Music Therapy

The definition of music therapy can be found in RCW 18.233.010 (5). Music therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals of clients by employing strategies and tools. Music therapists accept referrals for music therapy services from health care professionals and others, conduct music therapist assessments to determine appropriate music therapist services, as well as implement music therapy treatment plans among other services described in the law.

The Department is working to begin processing applications in October 2024.

Individuals providing music therapy are required to be licensed as a music therapist beginning January 1, 2023.

Yes. Exemptions are found in RCW 18.233.050 . Specific exemptions are as follows:

Any person licensed, certified, or regulated in Washington in another profession practicing in accordance with the law, as long as the person does not represent themselves as a music therapist.
Any person whose training and national certification attests to the individual’s preparation and ability to practice that profession, as long as the person does not represent themselves as a music therapist.
Practice of music therapy as an integral part of a program of study for students enrolled in a music therapy education program.

A music therapist must have the following qualifications:

Graduated from a course of instruction in music therapy by schools that have obtained accreditation of the program from the American Music Therapy Association (AMTA).
Passed the examination offered by the Certification Board for Music Therapy (CBMT). An individual that has a current Music Therapist Board Certification (Mt-BC) can submit proof of the MT-BC in place of graduation from an approved music therapy school and passing the examination.
An individual who is licensed in another state that has substantially equivalent requirements to Washington may be able to obtain licensure without showing proof of graduation from an approved music therapy school and passing the examination.

The department will add a “Licensing Information” section to the Music Therapist website . You will be able to find the application and instructions there once they are available.

The proposed fee for license application is $300.

The required documentation may take several weeks to receive. Routine applications may be issued within two weeks following receipt of all required information. Applications requiring additional background information or review may take longer.

A “yes” answer to a personal data question or the existence of a criminal conviction does not automatically prohibit the department from issuing a credential. If you answer “yes” on any of the personal data questions or if a criminal history appears on a criminal background check, your file will be evaluated on an individual basis. Your application would then become an exception file, and the normal application processing time does not apply.

The initial license will expire on the first birthday after your credential is issued unless your birthday is within ninety days of the issuance of the credential. In that case, your credential will expire on the next birthday.

A credential is issued on January 1, 2024 and the license holder’s first birthday is February 21, 2024. The first renewal will come due on February 21, 2025.
A credential is issued on January 1, 2024 and the license holder’s first birthday is April 15, 2024. The first renewal will come due on April 15, 2024.

After the first renewal, the license will need to be renewed every two years on your birthday.

Six to eight weeks prior to your birthday a courtesy reminder will be mailed to your address on record. Renewal payment must be received by the department or postmarked on or before your birth date. The renewal notice isn't required to renew. Contact the Customer Service Center at 360-236-4700 if you have questions regarding your renewal process.

Yes. The proposed rules require that you either have a current MT-BC credential or provide proof of 40 hours of continuing education per each two-year renewal period. Requirements for individuals that do not hold a current MT-BC are being adopted in rule.

To renew your license, review the Renewal Process .

Refer to WAC 246-12-040 - How to return to active status when a credential has expired . There will also be a rule to address returning a license to active status if it has been expired for more than five years.

Not currently. Apple Health (Medicaid) is managed by the Washington State Health Care Authority (HCA), not the Department of Health.

Sign up for updates for the music therapist program by selecting “Sign up for Updates from DOH” at the bottom of this page. Under “Subscription Topics” move down to “Health Systems Quality Assurance (HSQA) in bold type and then to “Health Professions” also in bold type. Under Health Professions, select the box for “Music Therapists.”

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Music Therapy and Autism Spectrum Disorder

About this amta strategic priority.

The Strategic Priority on Music Therapy and ASD focuses its efforts on three areas:

Awareness and Recognition : This strategic area concerns itself with public education on the role and contributions of Board Certified Music Therapists in the treatment of persons with autism spectrum disorder (ASD). This includes education and awareness of the music therapist’s role in collaborative interdisciplinary teams treating persons with ASD.
Training and Professional Development : This strategic area focuses on advancing tools and resources regarding training qualified music therapists for the planning and delivery of effective, valid, and reliable music therapy interventions.
Evidence-Based Practice and Research : This strategic area focuses on advancement, dissemination, and translation to practice of the best available evidence from the research literature on music therapy and music-based interventions for persons with ASD.

These strategic focus areas emerged following a strategic analysis by an ad hoc workgroup charged by the Board of Directors of the American Music Therapy Association. The workgroup, established in 2008 and originally called the Autism Task Force/Think Tank, has evolved to consist of a formalized leadership team under the direction of recognized subject matter experts. The activities of the Strategic Priority on Music Therapy and ASD are led by a steering committee directed by Co-Chairs, Todd Schwartzberg and Dr. Jennifer Whipple . An Advisory Team of music therapy clinicians, educators, and researchers who represent various perspectives, approaches, client age range, and geographic areas contribute with their specific areas of expertise.

This website area offers AMTA members and the general public a variety of resources. Stay tuned as we develop more valuable resources for you. Follow us on Facebook (AMTA Strategic Priority on MT and ASD) and Twitter (#MTASD) for updates.

Fact Sheets/Research/Bibliographies

Abstract: Whipple, J. (2015) Music therapy intervention across the lifespan of individuals with Autism Spectrum Disorder: A meta-analysis . Charleston Southern University, Charleston, SC
Annotated Bibliography of Articles from the Journals of the American Music Therapy Association that Pertain to Music Therapy and ASD, 2000-2015
Annotated Bibliography of Articles from Outside Music Therapy Journals that Pertain to Music Therapy and ASD, 2006-2015 (AMTA member only access)

Music Therapy and ASD: An Annotated Bibliography of Unpublished Dissertations and Theses 1993 – 2014 (AMTA member only access)

Music Therapy & Autism Spectrum Disorder (ASD) (October 2015)
Autism Spectrum Disorder: Music Therapy Research and Evidence Based Practice Support (2010)

Reports and Resources

Music Therapy and ASD - We Have the Scoop and Tools for You! ( This may be accessed by current AMTA members in the Member Toolkit . Simply scroll down to the "Music Therapy Practice" section.)
Research-based Knowledge from Related Fields ( This may be accessed by current AMTA members in the Member Toolkit . Simply scroll down to the "Music Therapy Practice" section.)
Music Therapy and Autism Spectrum Disorder (ASD) Educator’s Tool Kit ( This may be accessed by current AMTA members in the Member Toolkit . Simply scroll down to the "Music Therapy Practice" section.)
ASD Evidenced-Based Practices Incorporated in Music Therapy Interventions , to be used with Autism Spectrum Disorder Survey Study Outcomes below (AMTA member only access)
Music Therapy and Persons with ASD . A brochure for clients and their parents.
Autism Spectrum Disorder Survey Study Outcomes (2015)
Reprint: Music Therapy: Personalized Interventions for Individuals with Autism Spectrum Disorder - Executive Summary. ( This may be accessed by current AMTA members in the Member Toolkit . Simply scroll down to the "Music Therapy Practice" section.)
Online Resources for Music Therapists ( This may be accessed by current AMTA members in the Member Toolkit . Simply scroll down to the "Music Therapy Practice" section.)
Try it Out: EBP Strategies that Matter for Individuals with ASD - for Students ( This may be accessed by current AMTA members in the Member Toolkit . Simply scroll down to the "Music Therapy Practice" section.)

Announcements

Read a selection of articles from Journal of Music Therapy and Music Therapy Perspectives assembled into a virtual issue in recognition of National Autism Awareness Month in the United States.

Virtual issue: http://oxfordjournals.org/our_journals/jmt/autism_vi.html

Stay updated! Sign up for e-alerts from Journal of Music Therapy and Music Therapy Perspectives delivered when new content is available online. http://www.oxfordjournals.org/en/connect/email-alerts.html

Don’t have access? Recommend these journal titles to your library by completing an online form. http://www.oxfordjournals.org/help/library_recommendation.html

Music Therapy Perspectives and Journal of Music Therapy are official publications of the American Music Therapy Association and published in cooperation with Oxford University Press.

There are myriad organizations and approaches that serve the unique needs of individuals with Autism Spectrum Disorder. One role of the American Music Therapy Association (AMTA) is to disseminate information to its membership and community members. The AMTA recognizes the importance of listening to and respecting all service-users and that clinical decisions should be left to service providers in coordination with individual service-users. Clinical and advocacy decisions should be in the best interest of each service-user and match the perspectives and values of the service-user and provider. Service-providers should adhere to AMTA’s Scope of Practice, Code of Ethics, and Standards of Clinical Practice.

Music therapy and asd steering committee.

Todd Schwartzberg
Jennifer Whipple
Barbara Else, ex officio

Advisory Board

Jackie Birnbaum
Laura Brown
Casey DePriest
Jennifer Gossett
Eugenia Hernandez
Ronna Kaplan
Cathy Knoll
Nicole Rivera
Ericha Rupp
Rebecca West

Copyright © 1998-2024. American Music Therapy Association® and its logo are registered trademarks with the U.S. Patent and Trademark office. Information, files, graphics, and other content on this site are the property of the American Music Therapy Association® and may not be used, reprinted or copied without the express written permission of the American Music Therapy Association.

The American Music Therapy Association® is a 501(c)3 non-profit organization and accepts contributions which support its mission. Contributions are tax deductible as allowed by law.

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Meditation and Mindfulness: Effectiveness and Safety

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Meditation has a history that goes back thousands of years, and many meditative techniques began in Eastern traditions. The term “meditation” refers to a variety of practices that focus on mind and body integration and are used to calm the mind and enhance overall well-being. Some types of meditation involve maintaining mental focus on a particular sensation, such as breathing, a sound, a visual image, or a mantra, which is a repeated word or phrase. Other forms of meditation include the practice of mindfulness, which involves maintaining attention or awareness on the present moment without making judgments.

Programs that teach meditation or mindfulness may combine the practices with other activities. For example, mindfulness-based stress reduction is a program that teaches mindful meditation, but it also includes discussion sessions and other strategies to help people apply what they have learned to stressful experiences. Mindfulness-based cognitive therapy integrates mindfulness practices with aspects of cognitive behavioral therapy.

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Meditation and mindfulness practices usually are considered to have few risks. However, few studies have examined these practices for potentially harmful effects, so it isn’t possible to make definite statements about safety.

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A 2020 review examined 83 studies (a total of 6,703 participants) and found that 55 of those studies reported negative experiences related to meditation practices. The researchers concluded that about 8 percent of participants had a negative effect from practicing meditation, which is similar to the percentage reported for psychological therapies. The most commonly reported negative effects were anxiety and depression. In an analysis limited to 3 studies (521 participants) of mindfulness-based stress reduction programs, investigators found that the mindfulness practices were not more harmful than receiving no treatment.

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According to the National Health Interview Survey, an annual nationally representative survey, the percentage of U.S. adults who practiced meditation more than doubled between 2002 and 2022, from 7.5 to 17.3 percent. Of seven complementary health approaches for which data were collected in the 2022 survey, meditation was the most popular, beating out yoga (used by 15.8 percent of adults), chiropractic care (11.0 percent), massage therapy (10.9 percent), guided imagery/progressive muscle relaxation (6.4 percent), acupuncture (2.2 percent), and naturopathy (1.3 percent).

For children aged 4 to 17 years, data are available for 2017; in that year, 5.4 percent of U.S. children used meditation.

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In a 2012 U.S. survey, 1.9 percent of 34,525 adults reported that they had practiced mindfulness meditation in the past 12 months. Among those responders who practiced mindfulness meditation exclusively, 73 percent reported that they meditated for their general wellness and to prevent diseases, and most of them (approximately 92 percent) reported that they meditated to relax or reduce stress. In more than half of the responses, a desire for better sleep was a reason for practicing mindfulness meditation.

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Meditation and mindfulness practices may have a variety of health benefits and may help people improve the quality of their lives. Recent studies have investigated if meditation or mindfulness helps people manage anxiety, stress, depression, pain, or symptoms related to withdrawal from nicotine, alcohol, or opioids.

Other studies have looked at the effects of meditation or mindfulness on weight control or sleep quality.

However, much of the research on these topics has been preliminary or not scientifically rigorous. Because the studies examined many different types of meditation and mindfulness practices, and the effects of those practices are hard to measure, results from the studies have been difficult to analyze and may have been interpreted too optimistically.

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A 2018 NCCIH-supported analysis of 142 groups of participants with diagnosed psychiatric disorders such as anxiety or depression examined mindfulness meditation approaches compared with no treatment and with established evidence-based treatments such as cognitive behavioral therapy and antidepressant medications. The analysis included more than 12,000 participants, and the researchers found that for treating anxiety and depression, mindfulness-based approaches were better than no treatment at all, and they worked as well as the evidence-based therapies.
A 2021 analysis of 23 studies (1,815 participants) examined mindfulness-based practices used as treatment for adults with diagnosed anxiety disorders. The studies included in the analysis compared the mindfulness-based interventions (alone or in combination with usual treatments) with other treatments such cognitive behavioral therapy, psychoeducation, and relaxation. The analysis showed mixed results for the short-term effectiveness of the different mindfulness-based approaches. Overall, they were more effective than the usual treatments at reducing the severity of anxiety and depression symptoms, but only some types of mindfulness approaches were as effective as cognitive behavioral therapy. However, these results should be interpreted with caution because the risk of bias for all of the studies was unclear. Also, the few studies that followed up with participants for periods longer than 2 months found no long-term effects of the mindfulness-based practices.
A 2019 analysis of 23 studies that included a total of 1,373 college and university students looked at the effects of yoga, mindfulness, and meditation practices on symptoms of stress, anxiety, and depression. Although the results showed that all the practices had some effect, most of the studies included in the review were of poor quality and had a high risk of bias.

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Few high-quality studies have examined the effects of meditation and mindfulness on blood pressure. According to a 2017 statement from the American Heart Association, the practice of meditation may have a possible benefit, but its specific effects on blood pressure have not been determined.

A 2020 review of 14 studies (including more than 1,100 participants) examined the effects of mindfulness practices on the blood pressure of people who had health conditions such as hypertension, diabetes, or cancer. The analysis showed that for people with these health conditions, practicing mindfulness-based stress reduction was associated with a significant reduction in blood pressure.

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Studies examining the effects of mindfulness or meditation on acute and chronic pain have produced mixed results.

A 2020 report by the Agency for Healthcare Research and Quality concluded that mindfulness-based stress reduction was associated with short-term (less than 6 months) improvement in low-back pain but not fibromyalgia pain.
A 2020 NCCIH-supported analysis of five studies of adults using opioids for acute or chronic pain (with a total of 514 participants) found that meditation practices were strongly associated with pain reduction.
Acute pain, such as pain from surgery, traumatic injuries, or childbirth, occurs suddenly and lasts only a short time. A 2020 analysis of 19 studies examined the effects of mindfulness-based therapies for acute pain and found no evidence of reduced pain severity. However, the same analysis found some evidence that the therapies could improve a person’s tolerance for pain.
A 2017 analysis of 30 studies (2,561 participants) found that mindfulness meditation was more effective at decreasing chronic pain than several other forms of treatment. However, the studies examined were of low quality.
A 2019 comparison of treatments for chronic pain did an overall analysis of 11 studies (697 participants) that evaluated cognitive behavioral therapy, which is the usual psychological intervention for chronic pain; 4 studies (280 participants) that evaluated mindfulness-based stress reduction; and 1 study (341 participants) of both therapies. The comparison found that both approaches were more effective at reducing pain intensity than no treatment, but there was no evidence of any important difference between the two approaches.
A 2019 review found that mindfulness-based approaches did not reduce the frequency, length, or pain intensity of headaches. However, the authors of this review noted that their results are likely imprecise because only five studies (a total of 185 participants) were included in the analysis, and any conclusions made from the analysis should be considered preliminary.

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Mindfulness meditation practices may help reduce insomnia and improve sleep quality.

A 2019 analysis of 18 studies (1,654 total participants) found that mindfulness meditation practices improved sleep quality more than education-based treatments. However, the effects of mindfulness meditation approaches on sleep quality were no different than those of evidence-based treatments such as cognitive behavioral therapy and exercise.

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Several clinical trials have investigated if mindfulness-based approaches such as mindfulness-based relapse prevention (MBRP) might help people recover from substance use disorders. These approaches have been used to help people increase their awareness of the thoughts and feelings that trigger cravings and learn ways to reduce their automatic reactions to those cravings.

A 2018 review of 37 studies (3,531 total participants) evaluated the effectiveness of several mindfulness-based approaches to substance use disorder treatment and found that they significantly decreased participants’ craving levels. The mindfulness-based practices were slightly better than other therapies at promoting abstinence from substance use.
A 2017 analysis specifically focused on MBRP examined 9 studies (901 total participants) of this approach. The analysis concluded that MBRP was not more effective at preventing substance use relapses than other treatments such as health education and cognitive behavioral therapy. However, MBRP did slightly reduce cravings and symptoms of withdrawal associated with alcohol use disorders.

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Studies have suggested that meditation and mindfulness may help reduce symptoms of post-traumatic stress disorder (PTSD).

A 2018 review supported by NCCIH examined the effects of meditation (in 2 studies, 179 total participants) and other mindfulness-based practices (in 6 studies, 332 total participants) on symptoms of PTSD. Study participants included veterans, nurses, and people who experienced interpersonal violence. Six of the eight studies reported that participants had a reduction of PTSD symptoms after receiving some form of mindfulness-based treatment.
A 2018 clinical trial funded by the U.S. Department of Defense compared the effectiveness of meditation, health education, and prolonged exposure therapy, a widely accepted treatment for PTSD recommended by the American Psychological Association. Prolonged exposure therapy helps people reduce their PTSD symptoms by teaching them to gradually remember traumatic memories, feelings, and situations. The study included 203 veterans with PTSD as a result of their active military service. The results of the study showed that meditation was as effective as prolonged exposure therapy at reducing PTSD symptoms and depression, and it was more effective than PTSD health education. The veterans who used meditation also showed improvement in mood and overall quality of life.

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Mindfulness-based approaches may improve the mental health of people with cancer.

A 2019 analysis of 29 studies (3,274 total participants) of mindfulness-based practices showed that use of mindfulness practices among people with cancer significantly reduced psychological distress, fatigue, sleep disturbance, pain, and symptoms of anxiety and depression. However, most of the participants were women with breast cancer, so the effects may not be similar for other populations or other types of cancer.

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Studies have suggested possible benefits of meditation and mindfulness programs for losing weight and managing eating behaviors.

A 2017 review of 15 studies (560 total participants) looked at the effects of mindfulness-based practices on the mental and physical health of adults with obesity or who were overweight. The review found that these practices were very effective methods for managing eating behaviors but less effective at helping people lose weight. Mindfulness-based approaches also helped participants manage symptoms of anxiety and depression.
A 2018 analysis of 19 studies (1,160 total participants) found that mindfulness programs helped people lose weight and manage eating-related behaviors such as binge, emotional, and restrained eating. The results of the analysis showed that treatment programs, such as mindfulness-based stress reduction and mindfulness-based cognitive therapy, that combine formal meditation and mindfulness practices with informal mindfulness exercises were especially effective methods for losing weight and managing eating.

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Several studies have been done on using meditation and mindfulness practices to improve symptoms of attention-deficit hyperactivity disorder (ADHD). However, the studies have not been of high quality and the results have been mixed, so evidence that meditation or mindfulness approaches will help people manage symptoms of ADHD is not conclusive.

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Some research suggests that meditation and mindfulness practices may affect the functioning or structure of the brain. Studies have used various methods of measuring brain activity to look for measurable differences in the brains of people engaged in mindfulness-based practices. Other studies have theorized that training in meditation and mindfulness practices can change brain activity. However, the results of these studies are difficult to interpret, and the practical implications are not clear.

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NCCIH supports a variety of meditation and mindfulness studies, including:

An evaluation of how the brain responds to the use of mindfulness meditation as part of a combined treatment for migraine pain.
A study of the effectiveness of mindfulness therapy and medication (buprenorphine) as a treatment for opioid use disorder.
A study of a mindfulness training program designed to help law enforcement officers improve their mental health by managing stress and increasing resilience.

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Don’t use meditation or mindfulness to replace conventional care or as a reason to postpone seeing a health care provider about a medical problem.
Ask about the training and experience of the instructor of the meditation or mindfulness practice you are considering.
Take charge of your health—talk with your health care providers about any complementary health approaches you use. Together, you can make shared, well-informed decisions

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Nccih clearinghouse.

The NCCIH Clearinghouse provides information on NCCIH and complementary and integrative health approaches, including publications and searches of Federal databases of scientific and medical literature. The Clearinghouse does not provide medical advice, treatment recommendations, or referrals to practitioners.

Toll-free in the U.S.: 1-888-644-6226

Telecommunications relay service (TRS): 7-1-1

Website: https://www.nccih.nih.gov

Email: [email protected] (link sends email)

Know the Science

NCCIH and the National Institutes of Health (NIH) provide tools to help you understand the basics and terminology of scientific research so you can make well-informed decisions about your health. Know the Science features a variety of materials, including interactive modules, quizzes, and videos, as well as links to informative content from Federal resources designed to help consumers make sense of health information.

Explaining How Research Works (NIH)

Know the Science: How To Make Sense of a Scientific Journal Article

Understanding Clinical Studies (NIH)

A service of the National Library of Medicine, PubMed® contains publication information and (in most cases) brief summaries of articles from scientific and medical journals. For guidance from NCCIH on using PubMed, see How To Find Information About Complementary Health Approaches on PubMed .

Website: https://pubmed.ncbi.nlm.nih.gov/

NIH Clinical Research Trials and You

The National Institutes of Health (NIH) has created a website, NIH Clinical Research Trials and You, to help people learn about clinical trials, why they matter, and how to participate. The site includes questions and answers about clinical trials, guidance on how to find clinical trials through ClinicalTrials.gov and other resources, and stories about the personal experiences of clinical trial participants. Clinical trials are necessary to find better ways to prevent, diagnose, and treat diseases.

Website: https://www.nih.gov/health-information/nih-clinical-research-trials-you

Research Portfolio Online Reporting Tools Expenditures & Results (RePORTER)

RePORTER is a database of information on federally funded scientific and medical research projects being conducted at research institutions.

Website: https://reporter.nih.gov

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Anheyer D, Leach MJ, Klose P, et al. Mindfulness-based stress reduction for treating chronic headache: a systematic review and meta-analysis . Cephalalgia . 2019;39(4):544-555.
Black LI, Barnes PM, Clarke TC, Stussman BA, Nahin RL. Use of yoga, meditation, and chiropractors among U.S. children aged 4–17 years . NCHS Data Brief, no 324. Hyattsville, MD: National Center for Health Statistics. 2018.
Breedvelt JJF, Amanvermez Y, Harrer M, et al. The effects of meditation, yoga, and mindfulness on depression, anxiety, and stress in tertiary education students: a meta-analysis . Frontiers in Psychiatry . 2019;10:193.
Burke A, Lam CN, Stussman B, et al. Prevalence and patterns of use of mantra, mindfulness and spiritual meditation among adults in the United States . BMC Complementary and Alternative Medicine. 2017;17(1):316.
Carrière K, Khoury B, Günak MM, et al. Mindfulness‐based interventions for weight loss: a systematic review and meta‐analysis . Obesity Reviews . 2018;19(2):164-177.
Cavicchioli M, Movalli M, Maffei C. The clinical efficacy of mindfulness-based treatments for alcohol and drugs use disorders: a meta-analytic review of randomized and nonrandomized controlled trials . European Addiction Research . 2018;24(3):137-162.
Cillessen L, Johannsen M, Speckens AEM, et al. Mindfulness‐based interventions for psychological and physical health outcomes in cancer patients and survivors: a systematic review and meta‐analysis of randomized controlled trials . Psychooncology . 2019;28(12):2257-2269.
Creswell JD. Mindfulness interventions . Annual Review of Psychology. 2017;68:491-516.
Davidson RJ, Kaszniak AW. Conceptual and methodological issues in research on mindfulness and meditation . American Psychologist. 2015;70(7):581-592.
Farias M, Maraldi E, Wallenkampf KC, et al. Adverse events in meditation practices and meditation-based therapies: a systematic review . Acta Psychiatrica Scandinavica. 2020;142(5):374-393.
Garland EL, Brintz CE, Hanley AW, et al. Mind-body therapies for opioid-treated pain: a systematic review and meta-analysis . JAMA Internal Medicine . 2020;180(1):91-105.
Goldberg SB, Tucker RP, Greene PA, et al. Mindfulness-based interventions for psychiatric disorders: a systematic review and meta-analysis . Clinical Psychology Review . 2018;59:52-60.
Grant S, Colaiaco B, Motala A, et al. Mindfulness-based relapse prevention for substance use disorders: a systematic review and meta-analysis . Journal of Addiction Medicine . 2017;11(5):386-396.
Haller H, Breilmann P, Schröter M et al. A systematic review and meta‑analysis of acceptance and mindfulness‑based interventions for DSM‑5 anxiety disorders . Scientific Reports . 2021;11(1):20385.
Hilton L, Hempel S, Ewing BA, et al. Mindfulness meditation for chronic pain: systematic review and meta-analysis . Annals of Behavioral Medicine. 2017;51(2):199-213.
Hirshberg MJ, Goldberg SB, Rosenkranz M, et al. Prevalence of harm in mindfulness-based stress reduction . Psychological Medicine. August 18, 2020. [Epub ahead of print].
Intarakamhang U, Macaskill A, Prasittichok P. Mindfulness interventions reduce blood pressure in patients with non-communicable diseases: a systematic review and meta-analysis . Heliyon. 2020;6(4):e03834.
Khoo E-L, Small R, Cheng W, et al. Comparative evaluation of group-based mindfulness-based stress reduction and cognitive behavioural therapy for the treatment and management of chronic pain: a systematic review and network meta-analysis . Evidence-Based Mental Health. 2019;22(1):26-35.
Levine GN, Lange RA, Bairey-Merz CN, et al. Meditation and cardiovascular risk reduction: a scientific statement from the American Heart Association . Journal of the American Heart Association. 2017;6(10):e002218.
Nidich S, Mills PJ, Rainforth M, et al. Non-trauma-focused meditation versus exposure therapy in veterans with post-traumatic stress disorder: a randomised controlled trial . Lancet Psychiatry . 2018;5(12):975-986.
Niles BL, Mori DL, Polizzi C, et al. A systematic review of randomized trials of mind-body interventions for PTSD . Journal of Clinical Psychology . 2018;74(9):1485-1508.
Rogers JM, Ferrari M, Mosely K, et al. Mindfulness-based interventions for adults who are overweight or obese: a meta-analysis of physical and psychological health outcomes . Obesity Reviews . 2017;18(1):51-67.
Rosenkranz MA, Dunne JD, Davidson RJ. The next generation of mindfulness-based intervention research: what have we learned and where are we headed? Current Opinion in Psychology. 2019;28:179-183.
Rusch HL, Rosario M, Levison LM, et al. The effect of mindfulness meditation on sleep quality: a systematic review and meta-analysis of randomized controlled trials . Annals of the New York Academy of Sciences . 2019;1445(1):5-16.
Schell LK, Monsef I, Wöckel A, et al. Mindfulness-based stress reduction for women diagnosed with breast cancer. Cochrane Database of Systematic Reviews. 2019;3(3):CD011518. Accessed at cochranelibrary.com on June 3, 2022.
Semple RJ, Droutman V, Reid BA. Mindfulness goes to school: things learned (so far) from research and real-world experiences . Psychology in the Schools. 2017;54(1):29-52.
Shires A, Sharpe L, Davies JN, et al. The efficacy of mindfulness-based interventions in acute pain: a systematic review and meta-analysis . Pain . 2020;161(8):1698-1707.
Van Dam NT, van Vugt MK, Vago DR, et al. Mind the hype: a critical evaluation and prescriptive agenda for research on mindfulness and meditation . Perspectives on Psychological Science. 2018;13(1):36-61.

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American Academy of Pediatrics Section on Integrative Medicine. Mind-body therapies in children and youth. Pediatrics . 2016;138(3):e20161896.
Coronado-Montoya S, Levis AW, Kwakkenbos L, et al. Reporting of positive results in randomized controlled trials of mindfulness-based mental health interventions. PLoS One . 2016;11(4):e0153220.
Dakwar E, Levin FR. The emerging role of meditation in addressing psychiatric illness, with a focus on substance use disorders. Harvard Review of Psychiatry . 2009;17(4):254-267.
Goyal M, Singh S, Sibinga EMS, et al. Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. JAMA Internal Medicine. 2014;174(3):357-368.
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Acknowledgments

Thanks to Elizabeth Ginexi, Ph.D., Erin Burke Quinlan, Ph.D., and David Shurtleff, Ph.D., NCCIH, for their review of this 2022 publication.

This publication is not copyrighted and is in the public domain. Duplication is encouraged.

NCCIH has provided this material for your information. It is not intended to substitute for the medical expertise and advice of your health care provider(s). We encourage you to discuss any decisions about treatment or care with your health care provider. The mention of any product, service, or therapy is not an endorsement by NCCIH.

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Music Therapy: Research and Evidence-Based Practice
Abstract. Music therapy can play a critical role in the academic success of persons with disabilities in the school setting. This chapter aims to increase access to music therapy services in educational settings by providing evidence-based research support and step-by-step strategies to effectively add music therapy to a student's Individualized Education Program.
Research
AMTA's research priority involves professional education, dissemination of research, future research agenda guidance, evidence-based and evidence-informed practice, and review of workforce implications to meet the demand for services relative to a growing base of evidence for defined music therapy interventions.
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Music Therapy: Research and Evidence-Based Practice, 1st Edition
Get a quick, expert overview of the clinical and evidence-based use of music interventions in health care. This practical resource compiled by Dr. Olivia Swedberg Yinger provides a concise, useful overview of the profession of music therapy, including a description of each of the research-support practices that occur in the settings where music therapists most commonly work.
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Summary. Get a quick, expert overview of the clinical and evidence-based use of music interventions in health care. This practical resource compiled by Dr. Olivia Swedberg Yinger provides a concise, useful overview of the profession of music therapy, including a description of each of the research-support practices that occur in the settings ...
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Get a quick, expert overview of the clinical and evidence-based use of music interventions in health care. This practical resource compiled by Dr. Olivia Swedberg Yinger provides a concise, useful overview of the profession of music therapy, including a description of each of the research-support practices that occur in the settings where music therapists most commonly work.Features a wealth ...
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Evidence-Based Practice. In Evidence-Based Practice (EBP), research studies are ranked in a Hierarchy of Evidence. Information sources described near the top of the pyramid are the most thoroughly reviewed and synthesized. The type of sources you need to seek will depend on the type of question you need to answer.
Scope of Music Therapy Practice
The scope of music therapy practice is based on the values of non-maleficence, beneficence, ethical practice; professional integrity, respect, excellence; and diversity. ... Evidence-Based Practice. A music therapist's clinical practice is guided by the integration of the best available research evidence, the client's needs, values, and ...
Therapeutic use of music in neurological disorders: A concise narrative
Indeed, music-based therapy is one of the lifestyle interventions which has been found to be particularly effective in improving patient outcomes of dementia subjects . A study conducted by Moreno-Morales and co-workers confirmed music therapy's positive impacts on cognitive status, expressive states, and self-awareness, with consequential ...
Music Therapy and Other Music-Based Interventions in Pediatric Health
1. Introduction. Music therapy is an evidence and art-based health profession which uses music experiences within a therapeutic relationship to address clients' physical, emotional, cognitive, and social needs [].A recent worldwide survey among professional members of organizations affiliated with the World Federation of Music Therapy (n = 2495) revealed that music therapists mainly worked ...
British Association for Music Therapy :: Research
Research Research is an integral component of music therapy as an evidence-based contemporary profession and discipline. In addition to exploring and demonstrating the impact of music therapy and ensuring high standards of practice, research evidence informs funding and policy making decisions in the field.
Effectiveness of music therapy in children with autism spectrum
As a cost effective, noninvasive adjunct to standard therapy, music therapy(MT) can be beneficial in the treatment of psychiatric disorders, in a variety of settings and patient groups, yet more validated scientific research is still required to establish MT as a quantified therapy . MT is usually easy to implement in practice .
Frequently Asked Questions
What is the definition of music therapy? The definition of music therapy can be found in RCW 18.233.010(5). Music therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals of clients by employing strategies and tools.
Music Therapy and Autism Spectrum Disorder
Training and Professional Development: This strategic area focuses on advancing tools and resources regarding training qualified music therapists for the planning and delivery of effective, valid, and reliable music therapy interventions. Evidence-Based Practice and Research: This strategic area focuses on advancement, dissemination, and ...
Meditation and Mindfulness: Effectiveness and Safety
For example, mindfulness-based stress reduction is a program that teaches mindful meditation, but it also includes discussion sessions and other strategies to help people apply what they have learned to stressful experiences. Mindfulness-based cognitive therapy integrates mindfulness practices with aspects of cognitive behavioral therapy.

Music Therapy: Research and Evidence-Based Practice

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The evidence on music therapy

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Music Therapy: Evidence-Based Practice

Evidence-Based Practice

Evidence-Based Sources

Research

Research Work Areas

Call for Participants (updated 18.03.24)

Link to survey

Effectiveness of music therapy in children with autism spectrum disorder: A systematic review and meta-analysis

Minguang Yang

Introduction

Materials and methods

Inclusion criteria

Study selection and data extraction

Assessment of the risk of bias in the included studies

Data analysis

General results of the included studies

Characteristics of the included studies

Risk of bias in the included studies

Mean difference effect on symptoms severity in children with autism spectrum disorder

Effect on the social reactions of children with autism spectrum disorder

Effect on the adaptive social behaviors of children with autism spectrum disorder

Effect on the speech of children with autism spectrum disorder

Data availability statement

Conflict of interest

Publisher’s note

Frequently Asked Questions - Music Therapy

American Music Therapy Association

Follow AMTA on Social Media

Music Therapy and Autism Spectrum Disorder

Fact Sheets/Research/Bibliographies

Reports and Resources

Announcements

Advisory Board

Meditation and Mindfulness: Effectiveness and Safety

Know the Science

NIH Clinical Research Trials and You

Research Portfolio Online Reporting Tools Expenditures & Results (RePORTER)

Acknowledgments

IMAGES

VIDEO

COMMENTS