Parent coaching of music interventions for children with ASD: A conceptual framework

ABSTRACT

Introduction: Parents are increasingly included in Autism Spectrum Disorder treatment models. Despite considerable interest in parent participation and parent–child interactions in music interventions, parent-mediated interventions and parent coaching are uncommon in music therapy. The present work developed a conceptual framework for parent coaching of music interventions anchored in the Parent-Early Start Denver Model.

Method: A narrative review within a constructionist approach that combined a well-researched treatment model (P-ESDM), extant literature, and clinical experience was conducted to produce this conceptual framework. A graphical representation, with definition of each variable in the model and their relationships, is included.

Results: A conceptual framework of parent coaching is proposed, where music is hypothesized to be a mediator, enhancing the psychophysiological synchrony between the dyad, while increasing child motivation within playful interventions that can be incorporated during family routines. The intervention is hypothesized to increase parental responsiveness, which, in turn, would support child development.

Discussion: Parent-mediated interventions and parent coaching are currently investigated as some of the most useful strategies within the ASD field. The hypothesized and known relationships in this conceptual framework require further research but serve as a starting point for parent coaching of music interventions for young children with ASD.

KEYWORDS:

• Parent-mediated
• parent coaching
• music interventions
• early intervention
• autism
• parent coaching
• music-based

Acknowledgments

The present manuscript is part of the author’s dissertation presented in partial fulfillment of a PhD degree at the University of Kansas. The author would like to thank her committee (Dr. Christopher M. Johnson, Dr. Deanna Hanson-Abromeit, Dr. Cindy Colwell, Dr. James Daugherty, and Dr. Michael Roberts) for their support in the completion of this document.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Eugenia Hernandez-Ruiz

Eugenia Hernandez-Ruiz is Assistant Professor in Music Therapy at Arizona State University. Her interests include clinical work and research with young children with ASD and their families, parent coaching of music interventions, music therapy with survivors of domestic violence, music therapy student development, and music neuroscience.