Music Sessions Research Articles

Impact of Dance or Music and Meditation on the Progression of Parkinson Disease With Mild or Moderate Severity: Protocol for a Pilot Randomized Controlled Trial.

Parkinson disease (PD) is a progressive neurodegenerative disorder characterized by motor dysfunctions and nonmotor symptoms. Current treatments do not alter disease progression, highlighting the need for alternative therapies. Music, dance, and mindfulness meditation have shown the potential to improve symptoms and quality of life in patients with PD. This study aims to evaluate the effectiveness of dance or music and meditation on PD progression, cognitive functions, mood, behavior, and caregiver burden. This study is a single-blinded, longitudinal, parallel, randomized controlled trial. The participants consist of 30 patients with mild to moderate PD residing in Mumbai, India, who can physically participate in the activities. The exclusion criteria include advanced PD, severe balance issues, age >80 years, and other movement disorders. Participants in the intervention group will engage in dance or music sessions and guided meditation thrice weekly for 6 months. The control group will continue their usual activities and medication. The primary outcome is the progression of PD symptoms, measured using the Unified Parkinson's Disease Rating Scale I-III, and quality of life, measured using the Parkinson's Disease Questionnaire-39. The secondary outcomes include cognitive functions (Mini-Mental State Examination), mood (Beck Depression Inventory and Parkinson Anxiety Scale), mobility (timed up and go and Berg Balance Test), behavioral disorders (Questionnaire for Impulsive-Compulsive Disorders in Parkinson's Disease Rating Scale), and caregiver burden (Zarit Burden Interview and Parkinson's Disease Questionnaire-Carer). Data collection was completed in February 2024, with 28 participants finishing the study (intervention group: n=15, 54% and control group: n=13, 46%). Data analysis is underway, with results expected to be published in December 2024. This study aims to provide significant insights into the effectiveness of dance or music and meditation in improving the quality of life and slowing the progression of PD. The findings are anticipated to support using these nonpharmaceutical therapies as complementary approaches to managing PD. CTRI/2023/03/051064; https://tinyurl.com/2xdus53j. DERR1-10.2196/59018.

Feasibility, Experiences and Short-Term Outcomes on Challenging Behaviour and Well-Being of a Partially Online Music Intervention Pilot Study for Adults With Intellectual Disabilities.

During the COVID-19 pandemic we implemented a partially online music intervention to examine the feasibility, experiences and short-term outcomes on the challenging behaviour and well-being of adults with intellectual disabilities. This mixed-methods study included 10 participants with mild or moderate intellectual disabilities who received 16 one-hour individual music sessions in 10 weeks, either face-to-face or online. Data on feasibility and experiences from participants and music workers were collected and analysed using inductive thematic analysis. Challenging behaviour and well-being were measured before and after intervention. Overall experiences were positive and concerned appreciation, positive feelings, musical abilities, attention span, relatedness and personalisation. Online experiences varied, but most participants preferred face-to-face over online sessions. After the intervention, challenging behaviour scores were better than before. Engaging in a partially online music intervention is feasible for people with intellectual disabilities and seems to improve challenging behaviour. Experiences are discussed and recommendations for future online sessions are provided.

The Application of Big Data and Fuzzy Decision Support Systems in the Innovation of Personalized Music Teaching in Universities

Personalized music teaching in universities improves students’ learning and efficiency through adaptive guidance. This adaptability requires large study data and intelligent decisions based on the learner’s ability. This article introduces a Definitive Teaching Support System (DTSS) exclusive to music learning to augment this concept. This system is designed to increase the adaptability of music learning based on student interest and ability. The system is powered by a fuzzy decision system for identifying maximum teaching adaptability to personalized processes. Low-to-high-sorted personalization provides new endorsements for further music sessions in the fuzzy derivative process. Maximum adaptability is the target for new personalized sessions in the universities. This differs for various students from which a common adaptability level for monotonous recommendations is identified. The identified adaptability is set as a global maximum solution towards music learning personalization. The defuzzification reduces the chances of low adaptability by expelling the stationary adaptability outcomes.

Development of the Independence and Self-Regulation in Music Sessions for Adolescents with Developmental Disabilities

Development of the Independence and Self-Regulation in Music Sessions for Adolescents with Developmental Disabilities

A multimodal dataset for investigating working memory in presence of music: a pilot study.

Decoding an individual's hidden brain states in responses to musical stimuli under various cognitive loads can unleash the potential of developing a non-invasive closed-loop brain-machine interface (CLBMI). To perform a pilot study and investigate the brain response in the context of CLBMI, we collect multimodal physiological signals and behavioral data within the working memory experiment in the presence of personalized musical stimuli. Participants perform a working memory experiment called the n-back task in the presence of calming music and exciting music. Utilizing the skin conductance signal and behavioral data, we decode the brain's cognitive arousal and performance states, respectively. We determine the association of oxygenated hemoglobin (HbO) data with performance state. Furthermore, we evaluate the total hemoglobin (HbT) signal energy over each music session. A relatively low arousal variation was observed with respect to task difficulty, while the arousal baseline changes considerably with respect to the type of music. Overall, the performance index is enhanced within the exciting session. The highest positive correlation between the HbO concentration and performance was observed within the higher cognitive loads (3-back task) for all of the participants. Also, the HbT signal energy peak occurs within the exciting session. Findings may underline the potential of using music as an intervention to regulate the brain cognitive states. Additionally, the experiment provides a diverse array of data encompassing multiple physiological signals that can be used in the brain state decoder paradigm to shed light on the human-in-the-loop experiments and understand the network-level mechanisms of auditory stimulation.

Remote music therapy group sessions during the COVID-19 pandemic with adults with psychotic disorders and staff: A multiple case study

The aim of the present study was to investigate the influence of 12 remote music therapy group sessions with adults with psychotic disorders during the pandemic of COVID-19 (February-June 2021). Two different methods were used: a) Nordoff-Robbins scales 1 and 2 with six caretakers, b) thematic analysis of semi-structured interviews with six caretakers and three caregivers. The clinical approach used in the sessions was Synthetic Music Therapy. Even though the music therapy group was remote and despite the social withdrawal and isolation due to the universal quarantine, there was evidence of significant positive changes in the caretakers’ clinical image, as their social skills improved. Furthermore, the caretakers managed to build and maintain a consistent and trusting therapeutic relationship. During the music therapy process almost all group members showed evidence of a linear progress in psychological and musical aspects, approaching the fully functioning state of being, called FA-fonie (FA-voice). Almost all participants highlighted that they would prefer the music therapy group to have been conducted at location. In the section of discussion, a further analysis of the results, the research limitations and proposals for future research are presented.

Effects of music therapy in reducing falls among patients with dementia in a long-term facility: a cohort study

Background/Aims Music therapy as an intervention can reduce stress, pain, depression, isolation and anxiety without the risk of side effects associated with pharmacological interventions. Individuals with dementia are at a higher risk of falls compared to older adults with no dementia. The aim of this study was to evaluate the effect of music therapy in reducing the number of falls among patients with dementia in a long-term care facility. Methods The Morse Fall Scale was used pre-intervention and post-intervention to assess at-risk patients. Patient's attendance in music therapy and falls were tracked daily. The music sessions took place three times a week for 30 minutes. Two groups consisting of 13 patients each were included. Results There was a highly significantly higher numbers of falls reported pre-intervention (t(26)=4.108, P<0.001 at P=0.000, 95% confidence interval 0.78–2.33) compared to fall rates post-intervention (t(26)=2.842, P<0.01 at P=0.009, 95% confidence interval 0.08–0.51). A total of 80% reported no falls post-intervention compared to 62.9% reporting falls pre-intervention. Conclusions The study demonstrated that supervised music therapy is effective on fall reduction in people with dementia. Implications for practice Music sessions can be implemented in care homes for people with dementia to help reduce falls.

Teaching stress reduction techniques including biofeedback for managing stress in medical students

IntroductionMedical students have been under immense pressure throughout their studies, impacting their mental health and academic performance. Stress reduction is a fundamental skill that all students require to manage their studies and lives efficiently. Biofeedback devices providing information about physiological states have been shown to aid stress reduction. Methods to reduce stress should be taught to medical students to help them tackle the challenges of medical school.ObjectivesOur goal was to teach stress reduction methods such as extracurricular activities and paced breathing aided by biofeedback training and its application in simulated healthcare situations to medical students.Methods15 medical students who completed medical physiology were recruited for an elective course of 7 sessions on practical techniques in stress management. One credit was offered to those who completed the course requirements consisting of participation in sessions and individual biofeedback training. Sessions (classes) consisted of presentations on good sleeping and eating patterns, group simulations of stressful hospital environments, visiting a science centre with interactive displays, an orchestra performance, and nature walks. Before biofeedback training, heart and respiration rates were taken individually by a biofeedback device during the first week of the course. Data was processed using a code created in statistical software. Heartbeats per minute and heart rate variability (HRV) for every 10 seconds were calculated and plotted on a graph. Two measurements were taken with each student: a baseline measurement for 10 minutes and another measurement during controlled breathing paced at 6 breaths per minute for 15 minutes, of which the first 10 minutes were used for calculation and plotting. Students provided narrative feedback in an essay submitted after the course was completed.Results5 males and 10 females from years 2-5 registered for the elective, and 12 participated in individually scheduled sessions. Heart beats per minute decreased, whereas HRV increased during paced breathing sessions in 83% of them. Most students reported feeling calm and drowsy during the sessions, and 2 students fell asleep by the end.Feedback from 11 students showed that the music session and the science centre visit were the highlights throughout the elective. Improvements recommended were to have a consistent time slot for all sessions and fewer simulations.Conclusions In concert with the literature, biofeedback training seems to be a feasible and effective method for relaxation in medical students. This method could be offered as part of mental health services for students. Data could be used to follow students’ progress and identify those requiring extra support. Providing them with avenues to de-stress while emphasizing activities outside medicine could boost their confidence and improve their coping skills.Disclosure of InterestNone Declared

Selecting the Best Music for the Moment in a Music and Imagery Session

Music and Imagery (MI) is a receptive music therapy method within the Continuum Model of Guided Imagery and Music developed by Lisa Summer. In receptive music therapy, clients listen to music for therapeutic purposes. The unique part of the MI method is that the client’s own music can be used. Three qualified music therapists from two countries trained together in the MI method and were grouped together for supervision. Moving away from the traditional therapist-client dyad model, we worked as a trio, with the third person in our trio actively witnessing the session and sharing her perspectives and reflections during the post-session discussion. This article focuses on discussing our experiences in selecting music for our individual processes, since this selection is the new concept in the MI method, called the transition. To report our experiences, we chose to use trioethnography. Each author told her own story, whilst the others took part actively in a small intervision group as critics, friends, and colleagues. In this way, we acknowledged each other’s processes as clients, therapists, and witnesses. Our experience of using intervision to explore the new concept of transition (choosing music) and reporting on that process using trioethnography was very positive. It became clear that intervision can be meaningful for all music therapists in clinical settings, and that trioethnography should be further explored as a research approach.

A qualitative investigation of a virtual community music and music therapy intervention: A Scottish–American collaboration

This study investigates the experiences of people involved in a virtual intervention involving community music and music therapy for individuals with autism. The intervention blends conventional music therapy and community music approaches. During the COVID-19 pandemic, many community music and music therapy projects shifted to an online format and there is a resultant need to understand more about how virtual music interventions may be of benefit for individuals with autism. We report on the design, implementation, and outcomes of one such intervention. Over an 8-week period, community musicians and music therapists ( music facilitators) based in Scotland and America delivered 16 music sessions, which were recorded using the Zoom software. During the sessions the participants wrote, performed, and recorded two songs. Semi-structured interviews were conducted with two of the participants, using video elicitation techniques, and six of the facilitators. Data were analyzed thematically. The intervention was found to (1) enable participants to explore their personal narratives, (2) promote self-perceptions of achievement, and (3) provide evidence of mastery, creativity, and self-expression. An international collaboration made possible by technology enabled facilitators to work remotely and participants to make use of new opportunities for engagement. This article demonstrates how community music practices focusing on participation and music therapy approaches focusing on clinical outcomes can be integrated. We present the online environment as its own social milieu in which creativity and connection can be explored in new ways.

An Individual Music Intervention for Adults With Intellectual Disabilities and Challenging Behavior: Protocol for a Randomized Controlled Trial.

Individuals with intellectual disabilities (ID) are more likely to have problems with executive functioning (EF) and challenging behavior (CB), which are negatively linked to well-being. Among clinical populations, music interventions have been shown to improve various outcome measures, such as CB and EF. Until now, no randomized controlled trials (RCTs) have been conducted to examine the effectiveness of an individual music intervention for adults with ID and CB. The study aims to identify the effect and feasibility of an individual music intervention compared with care-as-usual for people with ID and CB. In this study, a 2-group RCT with a pretest, posttest, and follow-up assessment after 8 weeks is presented. Participants of the music intervention condition will receive 16 individual music sessions within 8 to 10 weeks. The music intervention will be guided by a manual for music workers, in which every session will have a different focus (introduction, emotions, different EF, and end performance). Participants receiving care as usual will function as a control group. After the research is finished, they will be offered a budget, which they can spend on musical activities or musical instruments as they wish. Assessments will include caregiver rating scales and self-report questionnaires and tests, which will assess outcome measures of CB, well-being, depression, anxiety, self-esteem, and 4 domains of EF. A process evaluation will be conducted after the completion of the study, which entails the analysis of data on multiple aspects of the intervention and the study overall. Enrollment commenced in July 2021, and data collection ended in May 2023. A total of 97 participants were recruited, with 44 participants allocated to the intervention group and 53 allocated to the control group. Data will be analyzed after this protocol has been accepted for publication. Because there are currently no published RCTs of an individual music intervention for adults with ID and CB, this study will provide insight into the effectiveness and experiences of an individual music intervention for this target group. International Clinical Trials Registry Platform NL8482; http://tinyurl.com/4565s5pd. DERR1-10.2196/52497.

Power to move through: A heuristic self-inquiry of dance movement processing within guided imagery and music

This study was a heuristic self-inquiry of the impact of dance movement therapy (DMT) sessions to process somatic and kinesthetic imagery experienced in Guided Imagery and Music (GIM) sessions. Full transcripts were taken for both DMT and GIM sessions to look for themes and intersections of how dance movement processing may have impacted or influenced the therapeutic integration of GIM sessions. There were four primary themes that emerged for how dance movement processing sessions impacted the researcher’s understanding of GIM sessions. These were reimaging with movement, moving for release of emotion, embodying transpersonal experiences, and movement as aesthetic response. Intentional re-imaging with movement allowed for a continuation of the process begun in GIM sessions, which created opportunities for emotional release and integration of self. Movement was a way of generating artistic response that helped further the researcher’s imaginal world of GIM. Personal reflections and implications for practice are given.

Socio -Cultural Elements in the Songs of Bishnu Prasad Rabha: A Retrospective

Bishnu Prasad Rabha has been an accomplished musician, creative writer, acclaimed master of fine arts, social activist and politician. His contribution to Assamese social and cultural life is great. When we talk about modern Assamese music, we need to mention the name of the musician par excellence Bishnu Prasad Rabha. His contribution to modern Assamese lyrical literature is great. Bishnu Prasad Rabha was a profound composer and musician of his times. He has numerous songs to his credit which speak of the aspirations of the Assamese community at large. Whether be it a romantic song or a patriotic song yet unique quality of the composer Bishnu Prasad Rabha was always there. He was born to Sardar Bahadur Gopal Chandra Rabha, an efficient officer under the Governor of Bengal. He was honoured with Order of Merit of the British empire. Bishnu Prasad’s mother was Gethi Rabha. He was born as the eighth child on 31st January, 1909 at Dhaka. Gopal Chandra Rabha was a great lover of music. Music sessions were held at his residence where the little Bishnu Prasad got acquainted with all the stalwarts of music in Bengal. Unfortunately, his father Gopal Chandra met an untimely death and the family fell into adversity. His widow Gethi along with her children took shelter at their own house in Tezpur. Bishnu Prasad resumed his studies in Tezpur He continued with his other co-curricular activities as well. It is no easy task to assess the worth of the multi -talented personality of Bishnu Prasad Rabha. In his lifetime he was a live legend. Music, fine arts, theatre performance, creative writing, politics, creating social awareness- he explored in all these diverse fields and won accolades for his exceptional contribution. His physical contribution towards the greater Assamese society came to a stop on 20th June, 1969 due to throat cancer. But the grand legacy of his craftsmanship lives on. In this Paper an attempt has been made to assess the socio-cultural elements present in his songs.

“There’s Healing in Music”: Veteran Perceptions of Music Interventions for Their Chronic Musculoskeletal Pain

Background/Objective: For veterans suffering from chronic musculoskeletal pain, finding alternative treatments to analgesics is critical for safer, more effective pain management. While music interventions have shown promise for acute pain, their acceptability for chronic pain and telehealth delivery needs more rigorous examination.
 Methods: The Feasibility and Acceptability of Music Imagery and Listening Interventions for Analgesia (FAMILIA) study randomized 60 veterans with chronic musculoskeletal pain to receive usual care, telehealth music listening (ML), or telehealth music imagery (MI). ML involved independent listening to songs of each participant’s choosing, while MI consisted of one-on-one music therapist-led sessions combining ML, imagery, and verbal processing. To complement quantitative analysis of patient-reported outcomes, qualitative interviews of participants were conducted to understand perceived benefits, acceptability, barriers, and facilitators of study interventions. We analyzed 15 interviews using thematic analysis to assess acceptability of the music interventions.
 
 Results: All interviewees perceived mental-emotional benefits and almost all experienced physical pain relief during their music listening or therapy sessions. However, many noted that the pain relief was short term, and for some veterans randomized to ML, certain songs evoked negative associations. Participants also benefited from study participation and its formal structure, in contrast to their prior informal music listening experiences. Planned study activities like participant check-ins with staff and interactions with therapists fostered a deeper understanding of how music can be therapeutic and increased veterans’ confidence in their own ability to use music therapeutically. Study acceptability was further evidenced by interviewees’ intention to continue using music listening and imagery techniques after study completion and their strong support for expanding access to music interventions to other veterans.
 Conclusion/Implications: The FAMILIA study not only supports telehealth music interventions as acceptable treatments for chronic musculoskeletal pain, but the reported physical pain and mental-emotional benefits necessitate a larger, fully powered study.

The Effect Of Music Education On The Development Of Students With Autism Spectrum Disorders And Intellectual Disabilities: A Systematic Review Of The Literature

This systematic review aims to highlight the positive impact that music education and music therapy programs have on the development of people with intellectual disabilities (ID) and autism spectrum disorders (ASD). The findings revealed that music interventions could successfully target psycho-motor, cognitive, emotional and social aspects. The research approach was carried out through the classification of the results obtained from the review of scientific articles, where after the review of 21 articles, 15 reviews of applied scientific articles and systematic reviews were included in this work. The framework of music interventions for the population with ID and ASD was reviewed. The results showed that singing, rhythm exercises and instrumental music classes can ease social communication barriers and reduce the number of behavioral problems in children with ASD. It shows that music therapy positively affects the emotional well-being of people with these disorders and reduces their behavior under pressure. It shows that music sessions were found to be effective in improving socialization, emotional well-being and verbal communication in people affected by ID. The literature emphasized the importance of person-centered interventions in a clinical and educational setting or in community settings helping people develop in different aspects. The effect of music education on people with intellectual disabilities shows that their cognitive function can be improved as well as emotional regulation; stress can also be controlled through music therapy. The findings of this review have reasonable implications as they may relate to practical research, policy and future scientific direction regarding music education and therapy for people with intellectual disabilities and autism spectrum disorders.

Decoding a Cognitive Performance State from Behavioral Data in the Presence of Auditory Stimuli.

Cognitive performance state is an unobserved state that refers to the overall performance of cognitive functions. Deriving an informative observation vector as well as the adaptive model and decoder would be essential in decoding the hidden performance. We decode the performance from behavioral observation data using the Bayesian state-space approach. Forming an observation from the paired binary response with the associated continuous reaction time may lead to an overestimation of the performance, especially when an incorrect response is accompanied by a fast reaction time. We apply the marked point process (MPP) framework such that the performance decoder takes the correct/incorrect responses and the reaction time associated with correct responses as an observation. We compare the MPP-based performance with two other decoders in which the pairs of binary and continuous signals are taken as the observation; one decoder considers an autoregressive (AR) model for the performance state, and the other one employs an autoregressive-autoregressive conditional heteroskedasticity (AR-ARCH) model which incorporates the time-varying and adaptive innovation term within the model. To evaluate decoders, we use the simulated data and the n-back experimental data in the presence of multiple music sessions. The Bayesian state-space approach is a promising way to decode the performance state. With respect to individual perspective, the estimated MPP-based and ARCH-based performance states outperform the AR-based estimation. Based on the aggregated data analysis, the ARCH-based performance decoder outperforms the other decoders. Performance decoders can be employed in educational settings and smart workplaces to monitor one's performance and contribute to developing a feedback controller in closed-loop architecture to improve cognitive performance.

“I guess I just like talking”: A Reflection From an Online Music Group with Six Young Autistic Women in Indonesia

This article reflects my experience facilitating an online music group session with six young autistic women in Indonesia. A participant linked her inclination to talk to what she enjoyed the most from the sessions. As her comment struck me, I pondered upon my music therapy training background and worldview that might have shaped my expectations of the sessions. What I initially perceived as a “mistake” turned into a learning. Defining and redefining the definition and role of music in the shared space should be allowed and nurtured in whichever shape and trajectory contextually fits the experiencer.

Collaborative Music Production via Live Streaming

Live Streaming has become one of the recent phenomena for content creators. Fast internet, self isolation and monetisation through streaming platforms can be seen as a few reasons for it. A new wave of live streamers has emerged where the music production process is streamed live on platforms such as YouTube and Twitch. These sessions show the DAW screen to the audience in order for them to understand the process of music making. These live streams have now evolved into collaborative music production sessions where the audience suggests what will happen to the track next. Alongside this, singers send their vocal samples recorded using their phones live on stream which gets included in the music in real time. This paper will explore the process of collaborating via live streaming alongside how this practice has created a micro economy and a strong fanbase who are showing up daily to watch.

Clients’ experiences of Music and Imagery (MI)sessions: An integrative literature review

Music and Imagery (MI), which forms part of the Continuum Model of Guided Imagery and Music (CMGIM), is a receptive music therapy method developed by Lisa Summer (1999) as an adaptation of the Bonny Method of Guided Imagery and Music (BMGIM). Training in MI started around 2005, and it is therefore a relatively new phenomenon in music therapy practice and research. MI includes and favours the use of clients’ preferred music during therapy. An integrative literature review was conducted to investigate how clients experienced MI sessions. Initially, 108 studies were identified through a comprehensive electronic search, including dissertations and presentations as well as personal correspondence with the developer of MI. Nineteen studies met the inclusion criteria with a total of 189 participants, ranging from one to 76 participants per study. Participants’ own descriptions of their experiences and researchers’ interpretations of participants’ feedback were examined in the six-phase thematic analysis process as described by Braun and Clarke (2021). Six themes were identified: Music as a catalyst for transformational experiences; Emotional experiences; Strengths, acceptance and self awareness; Affect regulation; Trust and feeling protected; and Connectedness. Upon reflection, the researchers found that these themes could all be connected. Music generated emotional experiences, which could assist with affect regulation as well as the recognition of personal strengths, acceptance and self-awareness, and feelings of trust and protection ultimately formed part of a sense of connectedness.

An explanatory sequential pilot inquiry on music therapy and performance anxiety in university music education majors

Music Performance Anxiety (MPA) is prevalent among amateur and professional musicians. While music therapy has established itself as an effective therapy for reducing anxiety in numerous individuals with varying health issues, in depth research on the potential benefits of music therapy for managing MPA is lacking. This explanatory sequential pilot inquiry with 15 undergraduate music education majors from two large music faculties in Canada assessed the benefits of group music psychotherapy offered for 6 weeks in person or via telehealth on the experience of MPA. Test measures included the Spielberger State and Trait Anxiety Inventories (STAI) pre and post study, a pre and post study questionnaire, pre and post music psychotherapy session Likert scales for anxiety and mood, and a post study interview. Music psychotherapy interventions included breathing exercises, grounding and guided visualizations/meditations, and musical improvisation. Quantitative data, assessed for all participants combined and by group, revealed that anxiety and mood scores on the Likert scale improved after participation in six music psychotherapy sessions, while the STAI scores remained constant pre and post study. Qualitative themes suggest the benefits of music psychotherapy for changed perception and cognitions, sense of support, reduction in symptoms and overall continued and future management of MPA. The results of this study are promising, pointing to music psychotherapy as a potential short-term therapy for MPA symptom management, having practical implications for post-secondary music education and future research.