Name:Nina, Barry

School/Affiliation:Behaviour, Autism, NeuroDevelopment Research Group, McGill University

Co-Authors:Alexa Servant, Samantha T.S. Wong, Nathalie Jack, Mira Bhattacharya, Sarah Lippé, Eve-Marie Quintin

Virtual or In-person:Virtual

Short Bio:

I am an undergraduate student in Psychology at McGill University. My current research investigates music as a strength-based tool for neurodivergent youth.

Abstract:

As repeated engagement in group music-making activities has shown positive psychosocial outcomes for neurodivergent youth, and that rhythm perception is associated with language skills, this study compared the effects of Rhythm-based group music-making programs and Music Appreciation programs on the musical enjoyment and verbal social overtures of neurodivergent youth, hypothesizing that (1) self-reported ratings of musical enjoyment would significantly increase pre- to post-programs, (2) this increase would be greater for participants in the Rhythm program, and (3) increases in verbal social overture ratings would be observed after participating in the Rhythm program. Forty-four neurodivergent students aged 7 to 12 (M = 11) were assigned to either a Rhythm program, where they learned to play percussions, or a Music Appreciation program. Programs occurred weekly over 14 weeks. Participants completed musical enjoyment and verbal social overture questionnaires pre- and post-program. No effects of time, program, or their interaction were found (p > .05). However, analyses revealed a significant effect of answers to the question “Do you like playing music?” (p = .012), where students were more likely to answer “yes” independent of program or time. Frequency counts further demonstrated that, across time and program, most participants responded “yes” to three of four total questions (“Do you like playing music?”, “Are you proud of your musical abilities?”, and “When you are in music class, is it easier to ask questions to your peers or teachers?”). Findings suggest that neurodivergent youth enjoy music-making activities, supporting the use of music as an enjoyable strength-based tool.