articles&abstracts
Music Therapy Comprehensive Research Bibliography
Coast Music Therapy
San Diego, California
http://www.coastmusictherapy.com
2008
General
Pellitteri, J. (2000). Music therapy in special education. Journal of Educational & Psychological Consultation. 11(3-4), 379-391.
Standley, J. (1996). A meta-analysis on the effects of music as reinforcement for education/therapy objectives. Journal of Research in Music Education, 44, 105-33.
Standley, J.M., & Huges, J.E. (1996). Documenting developmentally appropriate objectives and benefits of a music therapy program for early intervention: A behavioral analysis. Music Therapy Perspectives, 14(2), 87-94.
Cognitive /Academic
Bottari, S.S., & Evans, J.R. (1982). Effects of musical context, type of vocal presentation, and time on the verbal retention abilities of visual-spatially oriented and verbally oriented learning disabled children. Journal of School Psychology, 20(4), 329-338.
Chan, A., Ho, Y., & Cheung, M. (1998). Music training improves verbal memory. Nature, 396(6707), 128.
Claussen, D., & Thaut, M. (1997). Music as a mnemonic device for children with learning disabilities. Canadian Journal of Music Therapy, 5, 55-66.
Colwell, CM. (1994). Therapeutic applications of music in the whole language kindergarten. Journal of Music Therapy, 31(4), 238-247.
Gfeller, K.E. (1986). Musical mnemonics for learning disabled children. Teaching Exceptional Children, 19(1), 28-30.
Gfeller, K. (1983). Musical mnemonics as an aid to retention with normal and learning disabled students. Journal of Music Therapy, 20(4), 179-189.
Iwaki, T., Hayashi, M., & Hori, T. (1997). Changes in alpha band EEG activity in the frontal area after stimulation with music of different affective content. Perceptual and Motor Skills, 84, 515-526. (listening to stimulating music activates frontal area of brain linked to positive attention)
Kilgour, A.R., Jakobson, L.S., & Cuddy, L.L. (2000). Music training and rate of presentation as mediators of text and song recall. Memory & Cognition, 28(5), 700-710. (use of music to enhance verbal recall of information)
Lamb, S., & Gregory, A. (1993). The relationship between music and reading in beginning readers. Educational Psychology, 13, 19-26.
McElhinney, M., & Annett, J.M. (1996). Pattern of efficacy of a musical mnemonic on recall of familiar words over several presentations. Perceptual and Motor Skills, 82(2), 395-400.
Morton, L.L. (1990). The potential for therapeutic applications of music on problems related to memory and attention. Journal of Music Therapy, 27(4), 195-208.
Overy, K. (2000). Dyslexia, temporal processing and music: the potential of music as an early learning aid for dyslexic children. Psychology of Music, 28, 218-229.
Rainey, D., & Larsen, J. (2002). The effect of familiar melodies on initial learning and long-term memory for unconnected text. Music Perception, 20 (2), 173-186.
Rauscher, F., Shaw, G., Levine, L., Wright, E., Dennis, W., & Newcomb, R.(1997). Music training causes long-term enhancement of preschool children’s spatial-temporal reasoning. Neurological Research, 19, 2-8.
Register, D. (2001). The effects of an early intervention music curriculum on prereading/ writing. Journal of Music Therapy, 38(3), 239-248.
Robb, S. (2003). Music interventions and group participation skills of preschoolers with visual impairments: raising questions about music, arousal, and attention. Journal of Music Therapy, 20(4), 266-282.
Spencer, S. (1988). The efficiency of instrumental and movement activities in developing mentally retarded adolescents’ ability to follow directions. Journal of Music Therapy, 25, 44-50.
Standley, J., & Hughes, J. (1997). Evaluation of an early intervention music curriculum for enhancing pre-reading/writing skills. Music Therapy Perspectives, 15, 79-86.
Wallace, W. (1994). Memory for music: effect of melody on recall of text. Learning, Memory, and Cognition, 20(6), 1471-1485. (underlying rationale for music to cue memory)
Wolfe, D., & Hom, C. (1993). Use of melodies as structural prompts for learning and retention of sequential verbal information by preschool students. Journal of Music Therapy, 30(2), 100-118.
Communicative/Social
Braithwaite, B., & Sigafoos, J. (1998). Effects of social versus musical antecedents on communication responsiveness in five children with developmental disabilities. Journal of Music Therapy, 35(2), 88-104.
Brown, S., Martinez, M.J., & Parsons, L.M. (2006). Music and language side by side in the brain: A PET study of the generation of melodies and sentences. European Journal of Neuroscience, 23(10), 2791-2803.
Brownell, M. (2002). Musically adapted social stories to modify behaviors in students with autism: Four case studies. Journal of Music Therapy, 39(2), 117-144.
Buday, E.M. (1995). The effects of signed and spoken words taught with music on sign and speech imitation by children with autism. Journal of Music Therapy, 32(3), 189-202.
Chen-Hafteck, L. (1997). Music and language development in early childhood: integrating past research in the two domains. Early Child Development & Care. 130, 85-97.
Edgerton, C.L. (1994). The effect of improvisational music therapy on the communicative behaviors of autistic children. Journal of Music Therapy, 31(1), 31-62.
Godeli, M.R., Santana, P.R., Souza, V.H., & Marquetti, G.P. (1996). Influence of background music on preschoolers’ behavior: a naturalistic approach. Perceptual and Motor Skills, 82, 1123-1129. (music enhances child to child interaction)
Gunsberg, A. (1988). Improvised musical play: A strategy for fostering social play between developmentally delayed and nondelayed preschool children. Journal of Music Therapy, 25(4), 178-191.
Harding, C., & Ballard, K.D. (1982). The effectiveness of music as a stimulus and as a contingent reward in promoting the spontaneous speech of three physically handicapped preschoolers. Journal of Music Therapy, 19(2), 86-101.
Hoskins, C. (1988). Use of music to increase verbal response and improve expressive language abilities of preschool language delayed children. Journal of Music Therapy, 25(2), 73-84.
Humpal, M. (1991). The effects of an integrated early childhood music program on social interaction among children with handicaps and their typical peers. Journal of Music Therapy, 28(3), 161-177.
Jellison, J. (1984). Structuring small groups and music reinforcement to facilitate positive interactions and acceptance of severely handicapped students in the regular music classroom. Journal of Research in Music Education, 32(4), 243-264.
Kern, P., Wolery, M., & Aldrige, D. (2006). Use of songs to promote independence in morning greeting routines for young children with autism. Journal of Autism and Developmental Disorders, Nov. 22 [Epub ahead of print].
Krauss, T., & Gallaway, H. (1982). Melodic intonation therapy with language delayed apraxic children. Journal of Music Therapy, 19(2), 102-113.
Ma, Y., Nagler, J., Lee, M., & Cabrera, I. (2001). Impact of music therapy on the communication skills of toddlers with pervasive developmental disorder. Annals of the New York Academy of Sciences, 930, 445-7.
Madsen, S.A. (1991). The effect of music paired with and without gestures on the learning and transfer of new vocabulary: Experimenter-derived nonsense words. Journal of Music Therapy, 28(4), 222-230.
Montello, L. (1998). Effects of active versus passive group music therapy on preadolescents with emotional, learning, and behavioral disorders. Journal of Music Therapy, 35(1), 49-67.
Rogow, S.M. (1982). Rhythms and rhymes: developing communication in very young blind and multihandicapped children. Child: Care, Health, and Development, 8, 249-260.
Schon, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106, 975-983.
Toolan, P., & Coleman, S. (1994). Music therapy, a description of process: Engagement in five people with learning disabilities. Journal of Intellectual Disability Research, 38(4), 433-44.
Ulfarsdottir, L., & Erwin, P. (1999). The influence of music on social cognitive skills. The Arts in Psychotherapy, 26(2), 81-84.
Whipple, J. (2004). Music in intervention for children and adolescents with autism: Meta-analysis. Journal of Music Therapy, 41(2), 90-106.
Wylie, M. (1983). Eliciting vocal responses in severely and profoundly mentally handicapped subjects. Journal of Music Therapy, 20(4), 190-200.
Motor
Elefant, C. (2004). Rett Syndrome: Dual intervention- music and physical therapy. Nordic Journal of Music Therapy, 13(2), 172-182.
James, M., Weaver, A., Clemens, P., & Plaster, G. (1985). Influence of paired auditory and vestibular stimulation on levels of motor skill development in a mentally retarded population. Journal of Music Therapy, 22, 129- 145. (relates to sensory integration)
Thaut, M. (1985). The use of auditory rhythm and rhythmic speech to aid temporal muscular control in children with gross motor dysfunction. Journal of Music Therapy, 22(3), 108-128.
Wylie, M. (1996). A case study to promote hand use in children with Rett Syndrome. Music Therapy Perspectives, 14, 83-86.
online databases
International Foundation for Music Research
http://www.music-research.org
The Music & Science Information Computer
Archive
http://www.musica.uci.edu
Center for Biomedical Research in Music
http://www.colostate.edu/depts/cbrm
music therapy nation-wide
American Music Therapy Association
http://www.musictherapy.org