Le rôle des activités de jeu parent-enfant basées sur la musique dans le soutien de l'engagement social auprès d'enfants sur le spectre de l'autisme : une analyse de contenu d'entretiens avec des parents

Titre original en anglais : The role of music-based parent-child play activities in supporting social engagement with children on the autism spectrum: A content analysis of parent interviews

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Thompson, G., Shanahan, E. C., & Gordon, I. (2018). The role of music-based parent-child play activities in supporting social engagement with children on the autism spectrum: A content analysis of parent interviews. Nordic Journal of Music Therapy, 28(2), 108-130. https://doi.org/10.1080/08098131.2018.1509107

Date de publication: 24/10/2018 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. Grace Thompson *
  2. Emily Catherine Shanahan
  3. Ian Gordon

Résumé

Les compétences de jeu chez les enfants sur le spectre de l'autisme ont été observées comme étant différentes de celles de leurs pairs au développement typique depuis que l'autisme a été formellement identifié pour la première fois. Bien que l'importance du jeu dans le développement de l'enfant soit largement reconnue, les recherches explorant les bénéfices développementaux de différents modes de jeu sont limitées. Cette étude visait à explorer les perspectives des parents sur la qualité de l'engagement social de leur enfant lors du jeu musical comparativement au jeu avec des blocs. Neuf mères ont participé à cinq séances de jeu hebdomadaires de 45 minutes avec leur enfant (enfant de sexe masculin, n = 5), dans le cadre d'un plan d'étude à cas multiples. Chaque séance de jeu consistait en deux protocoles alternés comprenant des activités parent-enfant de jeu musical et de jeu avec des blocs, animées par un musicothérapeute. Les mères ont participé à un entretien structuré à la fin de chaque séance de jeu afin d'explorer leurs perceptions de l'engagement social de l'enfant. Les résultats d'une analyse de contenu ont révélé plusieurs différences dans l'expérience des mères concernant l'engagement social de leur enfant pendant le jeu musical comparativement au jeu avec des blocs. En faveur du jeu musical, les mères ont perçu des niveaux élevés de plaisir chez l'enfant, de plaisir mutuel, et ont décrit l'utilisation de stratégies de jeu musical dans l'environnement familial. Le jeu avec des blocs a été perçu comme une activité de jeu solitaire qui ne favorisait pas facilement l'engagement social. La perception des mères selon laquelle leur enfant souhaitait davantage interagir avec elles lors du jeu musical que lors du jeu avec des blocs a pu les motiver à continuer à utiliser ces activités à la maison.

Play skills in children on the autism spectrum have been observed to be different to their typically developing peers ever since autism was first formally identified. While the importance of play in child development is well recognised, there is limited research exploring the developmental benefits of different modes of play. This study aimed to explore parents’ perspectives of the quality of their child’s social engagement in music-play compared to block-play. Nine mothers participated in five, weekly, 45-minute play sessions with their child (male child, n = 5), as part of a multiple case study design. Each play session consisted of two alternating protocols comprising music-play and block-play parent-child activities that were facilitated by a music therapist. Mothers participated in a structured interview at the end of each play session to explore their perceptions of the child’s social engagement. Results of a content analysis revealed several differences in mothers’ experience of their child’s social engagement during music-play compared to block-play. In favour of music-play, mothers perceived high levels of child enjoyment, mutual enjoyment, and described using music-play strategies in the home environment. Block-play was perceived as a solitary play activity that did not readily support social engagement. The mothers’ perception that their child wanted to interact with them more in the music-play compared to the block-play may have provided motivation to continue to use these activities in the home.

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Références citées
71
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
5 / 71 (7,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
5 / 200 (2,5 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 5 / 73 (6,8 %). Auteurices cité·es distinct·es identifié·es comme autistes : 1 / 170 (0,6 %).
Occurrences citées rattachées à la base AutiHub
73 / 200 (36,5 %)
Auteurices cité·es distinct·es rattaché·es : 46 / 170 (27,1 %)
Occurrences rattachées, non identifiées comme autistes
68 / 73 (93,2 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 68 / 200 (34,0 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 45 / 46 (97,8 %).
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