Study Outcome Findings Trial Measure Scale Analysis Result
-valueLearning and developmental disorders Change from baseline: Group A (MT) = 7.96 Group B (no MT) = 4.60 .045 Aldridge et al., 1995 [33 ] Developmental milestones (locomotor development; personal-social; hearing and speech; hand-eye coordination; performance tests; practical reasoning) Griffiths Scale Repeated measures ANOVA Change after crossover: Group A (no MT) = 3.92 Group B (MT) = 5.83 NS
Claussen and Thaut, 1997 [34 ] Recall accuracy of multiplication tables Test of multiplication problems ANCOVA Mean accurate responses (SE): Pre Post Music 0.9 (.46) 3.5 (.59) .0001 Verbal 1.6 (.48) 2.1 (.62)
Buday, 1995 [35 ] Number of correctly imitated signed and spoken words Scored by independent observer ANOVA Group means (SD) for correctly imitated words: Music Rhythm Sign 5.10 (2.89) 4.00 (2.83)
.05Speech 4.20 (3.36) 3.20 (2.94)
.02
Kim et al., 2008 [36 ] Joint attention skills and pro-social behaviors; nonverbal social communication skills Pervasive Developmental Disorder Behaviour Inventory-C (PDDBI); Early Social Communication Scales (ESCS); Video analysis Repeated measures ANOVA
Effect size (95% CI) for music therapy vs. play session:
PDDBI: 0.79 (
to +1.71) NS
ESCS: 0.97 (+0.20 to +1.74)
.05
Duration of behaviors:
Eye contact: MT > Play
.0001
Turn taking: MT > Play
.0001
Pratt et al., 1995 [37 ] EEG frequency band activity; severity of ADD/ADHD; adaptive and maladaptive behaviours EEG signal (A620 Assessment Software); McCarney Test (parents); Likert scale (parents) Wilcoxon signed-rank test
Pre-post change in EEG power for ADD children
: Band Activity Music No music Beta band
NS Alpha band
NS Theta band
NS McCarney Test NS Likert Ratings NS
Rickson and Watkins, 2003 [38 ] Aggressive behaviours: disruptive and antisocial Developmental Behaviour Checklist (DBC); Video analysis Repeated measures ANOVA
Mean change for DBC Subscale
: Teacher Parent Group 1 (Control)
Group 2 (MT)
NS Group 3 (MTl) +2.83 +1.00 NS
Positive & negative events:
Group 1 vs Group 2 vs Group 3 NS
Rickson, 2006 [39 ] Motor impulsivity Synchronised tapping task (STT); Conners' Rating Scales (teacher rated) Unpaired
-tests and multi-way ANOVA Group (Mean # of errors): Pre Post (1) NO music 20.13 22.43 (2) AB (Improv/Instruct) 20.91 11.56 .02 (3) BA (Instruct/Improv) 20.89 12.18 .02 Conner's DSM IV Total: Group 1 > (Group 2 + Group 3) .02 Conner’s Global Index Scale:
Group 1 > (Group 2 + Group 3) .03 Stressful life events
Baker and Jones, 2006 [40 ] Classroom behaviours: externalising, internalising, school, Behavioral Symptom Index (BSI), adaptive skills Teachers completed Behaviour Assessment System for Children (BASC) MANCOVA F-statistic (df = 21) for Treatment (music/no music) × time:
Externalising: 2.21 .01
Internalising: 0.32 NS
Behavior Symptom Index: 2.57 .07
School problems: 0.89 NS
Adaptive skills: 0.53 NS
DeLucia-Waack and Gellman, 2007 [41 ] Beliefs about divorce and affective measures Revised Children's Manifest Anxiety Scale (RCMAS); Children's Depression Inventory (CDI); Children's Beliefs about Parental Divorce Scale (CBPDS) MANOVA Treatment (music therapy/ psychoeducation) × time: Anxiety Depression Irrational Beliefs F (6,127) = 0.487 NS F (10,123) = 1.416 NS F (12,111) = 0.988 NS
Hilliard, 2007 [42 ] Grief symptoms and behavioural distress Behaviour Rating Index for Children (BRIC); Bereavement Group Questionnaire for Parents (BP) Within-group Wilcoxon signed-ranks tests Change in BRIC:
Control NS
Music therapy .01
Social work .04 Change in BP:
Control NS
Music therapy .01
Social work NS Mood disorders and related psychopathology
Field et al., 1998 [43 ] Behaviour; mood; stress; left frontal activation 1) Behaviour Observation Scale (BOS); (2) Depression Adjective Checklist (DACL); (3) Salivary Cortisol; (4)EEG recording Repeated measures MANOVA and post hoc tests
Mean scores for music group (control group): Before During After (1) 14.0 (15.1) 14.2 (14.9) 14.7 (14.8) NS (2) 9.5 (8.9) –- (–) 9.7 (9.1) NS (3) 1.3 (1.5) –- (–) 0.5 (1.3) .02
.05
Wooten, 1992 [44 ] Fluctuations in mood Positive and Negative Affect Scales (PANAS) Repeated measures ANOVA Negative affect
Treatment (none, rock or heavy metal) × time: F (2, 204) = 0.25, NS Positive affect
Treatment (none, rock or heavy metal) × time: F (2, 204) = 1.28 NS Acute and/or chronic physical illness Colwell et al., 2005 [45 ] Self-concept Piers-Harris Children's Self Concept Scale (PHCSS)* MANCOVA Pre- to post-test mean differences: Music composition 2.08 Art composition 2.00 NS
Robb et al., 2008 [46 ] Frequency of coping related behaviors Time sampling of observed behaviours: Repeated measures ANOVA and post hoc tests AME ML ASB Positive facial affect 18.63 (13.0) 7.7 (7.5) 2.0 (2.3) AME>ML, ASB; <.0001 Active engagement 26.03 (4.1) 15.65 (6.2) 15.17 (4.9) AME>ML, ASB; <.0001 Active initiation 14.19 (8.3) 15.89 (11.2) 7.43 (6.6) AME, ML>ASB; <.05
Froehlich, 1984 [47 ] Verbalization of hospital experiences Standardized questionnaires and coding system to rate quality of responses Chi-Square % of responses coded: Music therapy Play therapy Answer 90% 62% <.10 No answer 10% 38%
Grasso et al., 2000 [48 ] Enjoyment and perception of time 7-point bipolar Likert-type Child* & Parent Enjoyment scale (proxy) and Caregiver Perception of Time survey Kruskal-Wallis
Median (range) group change for Child enjoyment: Treatment music (TM) Familiar music (FM) No music (NM) +1.25 (
to +4.0) +0.75 (
to +3.0)
(
to +2.0)TM vs NM;.03 FM vs NM; NS
Oelkers-Ax et al., 2008 [49 ] Relative reduction in headache frequency Child-adapted daily headache diary % reduction from baseline°:
Butterbur, Placebo, Music Repeated measures Post-test
,
,
M>P;.005 (at T1) and .018 (at T2) ANOVA Follow-up
,
,
B>P; NS (at T1) and .044 (at T2)