Perceptions des musicothérapeutes concernant les potentiels thérapeutiques de l'utilisation de la musique dans le travail avec des enfants verbaux sur le spectre de l'autisme : une analyse qualitative

Titre original en anglais : Music Therapists’ Perceptions of the Therapeutic Potentials Using Music When Working With Verbal Children on the Autism Spectrum: A Qualitative Analysis

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Epstein, S., Elefant, C., & Thompson, G. (2019). Music Therapists’ Perceptions of the Therapeutic Potentials Using Music When Working With Verbal Children on the Autism Spectrum: A Qualitative Analysis. Journal of Music Therapy, 57(1), 66-90. https://doi.org/10.1093/jmt/thz017

Date de publication: 09/12/2019 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Shulamit Epstein
  2. Cochavit Elefant
  3. Grace Thompson *

Résumé

Bien qu'il existe de nombreuses descriptions de l'utilisation de la musique et de son potentiel thérapeutique par des musicothérapeutes travaillant avec des enfants non verbaux sur le spectre de l'autisme, seule une littérature limitée se concentre sur l'exploration de la manière dont les musicothérapeutes utilisent la musique et perçoivent son potentiel thérapeutique lorsqu'ils travaillent avec des enfants sur le spectre ayant des compétences verbales. Cette étude qualitative visait à explorer les descriptions par les musicothérapeutes de l'utilisation de la musique et de son potentiel thérapeutique dans leur travail avec des enfants sur le spectre de l'autisme ayant des compétences verbales. Des entretiens semi-structurés ont été menés avec six musicothérapeutes qualifiés d'Israël, puis analysés selon les principes de l'analyse phénoménologique interprétative (IPA). Trois thèmes principaux ont été identifiés : (a) l'infrastructure musicale, qui décrit comment les musicothérapeutes ont facilité des expériences musicales afin de soutenir la capacité des enfants à réguler leur niveau d'activation, leur attention et leurs émotions ; (b) le point de rencontre entre le jeu musical et verbal, qui reflète les croyances des musicothérapeutes quant à la manière dont les expériences musicales ajoutent de la vitalité et soutiennent le développement du jeu imaginatif verbal et non verbal ; et (c) les réponses musicales, qui décrivent les différentes manières dont les musicothérapeutes utilisent leur voix et les chansons pour interagir musicalement avec des enfants verbaux. Les expériences décrites par les participants soulignent l'importance pour le thérapeute de s'accorder musicalement aux qualités émotionnelles, physiologiques, créatives et ludiques de l'enfant, même lorsque celui-ci possède des compétences verbales. Ces interactions musicales contribuent à créer une expérience partagée entre l'enfant et le thérapeute, qui est perçue comme aidant les différentes formes de régulation, de continuité et de vitalité de l'enfant au sein du jeu.

While there are numerous descriptions of the use of music and its therapeutic potential by music therapists working with nonverbal children on the autism spectrum, only limited literature focuses on exploring how music therapists use music and perceive its therapeutic potential when working with children on the spectrum who have verbal skills. This qualitative study aimed to explore music therapists' descriptions of the use of music and its therapeutic potential in their work with children on the autism spectrum who have verbal skills. Semi-structured interviews were conducted with six qualified music therapists from Israel and then analyzed according to the principles of interpretative phenomenological analysis (IPA). Three main themes were identified: (a) musical infrastructure, which describes how the music therapists facilitated musical experiences to support the children's ability to regulate their arousal, attention and emotions; (b) the meeting point between musical and verbal playfulness, which reflects the music therapists' beliefs about how musical experiences add vitality and support the development of both verbal and nonverbal imaginative play; and (c) musical responses, which describes the different ways music therapists use their voice and songs to interact musically with verbal children. The experiences described by the participants emphasize the importance of the therapist musically attuning to the child's emotional, physiological, creative, and playful qualities, even when the child has verbal skills. These musical interactions help to create a shared experience between the child and therapist that are perceived to help the child's different forms of regulation, continuity, and vitality within the play.

Bibliographie citée par cette référence

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Références citées
49
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
2 / 49 (4,1 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
2 / 124 (1,6 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 2 / 50 (4,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 1 / 101 (1,0 %).
Occurrences citées rattachées à la base AutiHub
50 / 124 (40,3 %)
Auteurices cité·es distinct·es rattaché·es : 33 / 101 (32,7 %)
Occurrences rattachées, non identifiées comme autistes
48 / 50 (96,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 48 / 124 (38,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 32 / 33 (97,0 %).
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