"Rickson is fiercely insightful in this well-timed text. Using compelling research, she argues convincingly for the rights of autistic children to access the gravitational pull of music; and clearly demonstrates the ways in which music therapists carefully craft music therapy processes, with sensitivity and respect, to maximise their engagement".-Professor Katrina Skewes McFerran, Co-Director and Head of Program (Creative Arts Therapy), University of Melbourne, Australia "Sharing narratives from ten music therapists through the eyes of 'experts' around each child within their everyday life, education, or the field of autism this book presents an outstanding, innovative approach to case study research. The rich and detailed descriptions of what works for whom are a must read for any therapist, educator, student, parent, or policy-maker who wants to question what really matters and how music therapists and collaborative partners might co-create the future".

-Emma Maclean, Lecturer in Music Therapy, Queen Margaret University, Musselburgh, Scotland In this unique text, ten cases of music therapy with autistic children (tamariki takiwatanga) are critiqued through the eyes of family members and other autism experts. Rickson uses her wealth of experience to contextualise their rich observations in a thorough review of research and practice literature, to illustrate the ways music therapists engage autistic children in the music therapy process, highlight the various ways music therapy can support their health and well-being, and demonstrate how music therapy processes align with good practice as outlined in the New Zealand Autism Spectrum Disorder Guideline.

Daphne Rickson is an Adjunct Professor in music therapy at Te Herenga Waka, Victoria University of Wellington, New Zealand. She has family experience of autism and has worked with manyautistic children (tamariki takiwatanga) and their families. Her research focus has primarily involved critical analysis of the concept of disability and investigation into music as an inclusive resource.

Auteur

Daphne Rickson is an Adjunct Professor in music therapy at Te Herenga Waka, Victoria University of Wellington, New Zealand. She has family experience of autism and has worked with many autistic children (tamariki takiwatanga) and their families. Her research focus has primarily involved critical analysis of the concept of disability and investigation into music as an inclusive resource.

Texte du rabat

In this unique text, ten cases of music therapy with autistic children (tamariki takiwatanga) are critiqued through the eyes of family members and other autism experts. Rickson uses her wealth of experience to contextualise their rich observations in a thorough review of research and practice literature, to illustrate the ways music therapists engage autistic children in the music therapy process, highlight the various ways music therapy can support their health and well-being, and demonstrate how music therapy processes align with good practice as outlined in the New Zealand Autism Spectrum Disorder Guideline.

Contenu

CHAPTER ONE: Autism Spectrum Disorder (ASD) or Autism Spectrum Conditions (ASCs)? CHAPTER TWO: Music Therapy with Children who have Autism Spectrum Conditions CHAPTER THREE: An Innovative Research Design CHAPTER FOUR: Strength in numbers: Findings from the questionnaires? CHAPTER FIVE: "Lots of reasons to smile": Ten case studies of individual music therapy CHAPTER SIX: Cognitive, emotion, and sensory regulation CHAPTER SEVEN: "An amazing therapy": Supporting the development of interpersonal communication CHAPTER EIGHT: "Music creates a gravitational pull": Children's musicality, therapists' skills, and collaboration CHAPTER NINE: Music Therapy Approaches CHAPTER TEN: Planning and goal setting CHAPTER ELEVEN: Evaluation and Narrative Assessment CHAPTER TWELVE: A quiet little oasis", "a space in which to "burn", or "isolated away from the class"? CHAPTER THIRTEEN: Inclusion CHAPTER FOURTEEN: Is music therapy an evidence-based practice?