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Marie-Stephanie Cahart, Ali Amad, Stephen B. Draper, Ruth G. Lowry, Luigi Marino, Cornelia Carey, Cedric E. Ginestet, Marcus S. Smith, et al.
(2022).
The effect of learning to drum on behavior and brain function in autistic adolescents.
Proceedings of the National Academy of Sciences, 119(23), e2106244119.
National Academy of Sciences.
- Publication date
-
31 May 2022
- Identifier
-
10.1073/pnas.2106244119
- Authors
-
Marie-Stephanie Cahart,
Ali Amad,
Stephen B. Draper,
Ruth G. Lowry,
Luigi Marino,
Cornelia Carey,
Cedric E. Ginestet,
Marcus S. Smith,
Steven C. R. Williams
- Source
- Proceedings of the National Academy of Sciences
- Details
- 119(23), e2106244119
- Reference type
- article
- Publisher
- National Academy of Sciences
- Metadata source
- crossref
Abstract
Significance There is an acknowledged need for improved service provision in the context of autism spectrum disorders. Previous studies have demonstrated the positive role drum training can play in improving behavioral outcomes for children and adolescents with emotional and behavioral difficulties. However, to date, none of these studies has explored how these behavioral changes translate at the neural level. Our study provides strong evidence that drumming not only reduces hyperactivity and inattention in autistic adolescents but also strengthens functional connectivity in brain regions responsible for inhibitory control and action outcome monitoring.
Study authors in this cited reference