Situation of Organizing Musical Activities to Limit Stereotyping Behavior in 5-6 Year ASD Children at Special Education Centers in Hanoi, Vietnam

Hoang Thi Kim Phuong¹, Do Thi Thao^1, and Dang Loc Tho²

¹Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam

²National College for Education, Hanoi, Vietnam

Cite this paper:
Hoang Thi Kim Phuong, Do Thi Thao and Dang Loc Tho. Situation of Organizing Musical Activities to Limit Stereotyping Behavior in 5-6 Year ASD Children at Special Education Centers in Hanoi, Vietnam. American Journal of Educational Research. 2018; 6(10):1365-1371. doi: 10.12691/education-6-10-5

Abstract

This article aims to assess the current state of musical activity in limiting stereotypical behavior in 5- to 6-year-old ASD in some special education centers in Hanoi, Vietnam. A number of lessons for teachers in organizing musical activities for ASD children will be discussed. The results of theoretical and practical research indicate that: 1) stereotype behavior has a significant impact on play, learning and social participation in ASD children; 2) Music is the pathway to the emotional world of children, the appropriate use of music will help ASD children to reconcile emotions and reduce stereotyped stereotype; 3) Organizing music activities not only helps children to focus attention, helps children relax, increases calm, but also helps children improve interpersonal skills, group activities as well as language development. speech, body and behavior; 4) The process of organizing musical activities of teachers and parents for ASD children has not had a consistent, clear process as well as coordination among stakeholders has not really tight. Consequently, educators need to continue to research and propose appropriate measures and procedures for organizing appropriate music activities for teachers and parents, which is needed in young ASD intervention centers.

Keywords:
autism spectrum disorders music stereotyped behavior

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Do Thi Thao, Tran Xuan Kieu. (2017). Stereotyped behaviors and strategies to intervene stereotyped behaviors in children with autism spectrum disorders from 3 to 6 years old at special preschools, HNUE Journal of Science, 62(6), 147-157.
[2]	ICD-10, World Health Organization. International classification of diseases. Switzerland: WHO; Geneva: 1990.
[3]	Diagnostic and Statistical Manual Of Mental Disorders, Fifth Edition, (DSM-5). (2013). American Psychiatric Association (APA).
[4]	Amy M. Wetherby, Angieber Barber và Lindee Morgan. (2008). Repetitive and Stereotyped Behaviors in Children with Autism Spectrum Disorders in the Second Year of Life, Journal of Autism and Developmental Disorders, 38:1518-1533.
[5]	Bishop SL, Richler J, Lord C. (2006). Association between restricted and repetitive behaviors and nonverbal IQ in children with autism spectrum disorders. Child Neuropsychology, 12: 247-267.
[6]	Susan M. Ravizza, Marjorie Solomon, Richard B. Ivry và Cameron S. Carter. (2013). “Restricted and repetitive behaviors in autism spectrum disorders: The relationship of attention and motor deficits”, Developmental Psychopathology, 25: 773-784.
[7]	Szatmari P1, Liu XQ, Goldberg J, Zwaigenbaum L, Paterson AD, Woodbury-Smith M, Georgiades S, Duku E, Thompson A. (2012). “Sex differences in repetitive stereotyped behaviors in autism: implications for genetic liability”, 159B: 5-12.
[8]	Molnar-Szakacs I1, Heaton P. (2012). “Music: a unique window into the world of autism”, Annals of the New York Academy of Sciences, 1252: 318-24.
[9]	Heaton P, Allen R. (2009). “With concord of sweet sounds: new perspectives on the diversity of musical experience in autism and other neurodevelopmental conditions”, Annals of the New York Academy of Sciences, 1169: 318-25.
[10]	Heaton P. (2009). “Assessing musical skills in autistic children who are not savants”, Philosophical transactions of the Royal Society of London, 364(1522): 1443-7.
[11]	Rachel Marie Weinzapfel. (2011). “The Effect of Music on the Social Behavior of a Child with Autism Spectrum Disorder”, Western Kentucky University.
[12]	Brownell, M. D. (2002). “Musically adapted social stories to modify behaviors in students with autism: Four case studies”, Journal of Music Therapy, 39(2): 117-144.
[13]	Nguyen Van Tho. (2015). Music application in autistic disorder therapy. Van Hien University Journal of Science, No. 6, February 2015, 81-86.
[14]	American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 4th ed. Washington, DC: 2000. text rev.
[15]	Baumeister, Roy F.; Jones, Edward E. (1978). When self-presentation is constrained by the target's knowledge: Consistency and compensation. Journal of Personality and Social Psychology, Vol 36(6), Jun 1978, 608-618.
[16]	Schreibman, Heyser, & Stahmer. (1999). Stereotypy in Autism: The Importance of Function, Res Autism Spectr Disord. 2008; 2(3): 469-479.
[17]	Neha Khetrapal. (2009). Why does music theraphy help in Autism, University of Bielefeld Germany, 43.