Lim, H. A. (2012). Developmental speech-language training through music for children with autism spectrum disorders. Philadelphia, PA: Jessica Kingsley Publishers. 197 pages. ISBN 978-1-84905-849-0. $36.95

Abstract

Lim, H. A. (2012). Developmental speech-language training through music for children with autism spectrum disorders. Philadelphia, PA: Jessica Kingsley Publishers. 197 pages. ISBN 978-1-84905849-0. $36.95.Hayoung Lim presents a strong theoretical foundation for supporting the development of speech and skills in children with autism spectrum disorders through music therapy interventions. Prior to her appointment as the director of graduate studies in music therapy at Sam Houston State University, Lim worked in children's health and education management in Miami. She primarily served preschool age children with autism spectrum disorders (ASD), focusing on supporting the development of speech and language.The book is divided into two sections. Part 1 is a review of literature that provides a comprehensive theoretical foundation for work with children on the spectrum. Part 2 describes a model of clinical practice for using music interventions to support the development of speech and skills for children with ASD. The appendices include examples of songs that Lim composed for use in music therapy sessions, visual support, and a summary of an experimental research study that examined the effectiveness of music therapy interventions to support the development of speech and skills.Part 1 begins with a description of the characteristics of speech and in children with autism spectrum disorders. Delays in speech and skills are one of the primary diagnostic characteristics. Lim provides an overview of basic theories of development and typical patterns of delay that may be experienced by children with ASD. Research literature highlights deficits in semantic language, pragmatic language, and prosody (p. 36). While skills are variable, but about33-50% of children with autism do not develop enough natural speech to meet their daily communication needs (p. 34). Research literature is shared to highlight the underlying differences in brain structures related to differences in development. Characteristic patterns of speech and in children with ASD include echolalia and differences in perception of language. Lim provides a comprehensive review of the work of researchers such as Prizant to help music therapists understand the important foundations of speech and development.The next section provides an overview of music perception and its relationship to language. The commonalities of neuroanatomical structures that respond to music and speech are presented to demonstrate how music provides a good support for the development of speech and language. Theories of pattern perception provide a link between research literature in development and music therapy practice. Lim states, it is worthwhile to examine how the perception and production of musical elements relates to the perception and production of the corresponding patterns in language (p. 65). For example, rhythm is an important component of both music and language. The intentional use of rhythmic patterns can increase the child's attention and promote imitation.Part 2 outlines developmental speech and training through music (DSLM) protocols for preschool age children with ASD. …