基于ICF框架的特殊需要儿童的音乐干预游戏设计与实施，从综合康复的视角出发

Purpose The growing interest among children in digital play provides new rehabilitation opportunities in hospital settings. There are, however, no published reviews on digital play interventions for the functional rehabilitation of children and adolescents across diagnoses and outcomes in hospital and rehabilitation settings. This scoping review aimed to identify and map the characteristics of digital play for functional rehabilitation in hospital and rehabilitation settings for children and adolescents to inform researchers and clinicians. Methods Studies including participants aged ≤18 years investigating digital play and functional rehabilitation in hospital and rehabilitation settings were included. Reviews, text and opinion papers, conference papers, case studies, and studies with fewer than five participants were excluded. Five scientific databases were searched. The final search was conducted in October 2022. Four authors performed the study selection and data extraction. Results Of 13,663 references, 90 studies met the inclusion criteria. Digital play for rehabilitation was used in clinical settings, including hospitals, outpatient departments, and rehabilitation centres. Some interventions were conducted in human movement laboratories or at home. The relevant studies involved a wide range of disease categories, primarily neurological. A conceptual framework comprising five categories for gaming technologies utilizing digital play and rehabilitation was proposed: (1) traditional gaming platforms, (2) extended reality, (3) robotics and assistive technology, (4) sensors, and (5) rehabilitation systems. One hundred eighty different outcome measures used to evaluate the interventions were identified, almost one-third of which were unvalidated. The studies generally failed to report limitations and barriers to implementation. Conclusion This scoping review gives a practical overview to assist and inspire healthcare professionals and researchers in digital play and rehabilitation, elucidating technology for rehabilitation within specific clinical contexts. In addition, this scoping review facilitates the exploration of implementation prospects associated with various technologies. Digital play and rehabilitation are primarily initiated in outpatient departments targeting children with neurological diseases. Future studies should investigate the potential of using digital play for the early rehabilitation of hospitalized children with various diseases.

This study explores the impact of embodied musical engagement on non-cognitive skills and rehabilitation outcomes in children with special needs. A sample of 294 children was recruited (68.7% male; largest age subgroup: 7–9 years, 33.7%) for this investigation. Using Structural Equation Modeling (SEM), the study examined the direct effects of musical engagement on rehabilitation performance and the mediating role of non-cognitive skills—such as attention control, emotion regulation, task persistence, and cooperative behavior. Results revealed that embodied musical engagement had a significant direct effect on rehabilitation performance (β = 0.527, p < 0.001) and a robust positive influence on non-cognitive skills (β = 0.755, p < 0.001). Mediation analysis confirmed a partial mediation effect, with non-cognitive skills accounting for 34.3% of the total effect (Indirect Effect = 0.275, 95% CI [0.181, 0.376]). This research provides new theoretical insights and empirical evidence for music-based interventions offering practical guidance for the rehabilitation of children with special needs, particularly in the contexts of ASD, ADHD, and intellectual disabilities.

This chapter explores the principles of intervention for children with speech, language, and communication needs (SLCN), framed through the International Classification of Functioning, Disability and Health (ICF). The ICF provides a holistic model that emphasizes not only the nature of the impairment but also the child’s activities, participation, environmental context, and personal factors. By aligning intervention strategies with this framework, practitioners can support outcomes that are meaningful to the child and their family. The chapter outlines key principles of effective intervention, including early identification, individualized goal setting, and the integration of functional communication within everyday environments. It emphasizes the importance of multidisciplinary collaboration and family involvement, recognizing the complex interplay between biological, social, and contextual influences on communication development and living well with communication impairments across the lifespan. To illustrate these principles in practice, the chapter presents three case studies. Each case highlights a different profile of SLCN and demonstrates how intervention can be tailored using the ICF model to address the child’s unique needs, strengths, and circumstances. These examples showcase a range of approaches, including direct and indirect therapy, Augmentative and Alternative Communication (AAC) systems, and environmental adaptations, all aimed at enhancing participation and quality of life. The chapter provides a practical introduction for speech and language therapists/pathologists, educators, and other allied health professionals, seeking to implement an ICF-informed approach that empowers children and their communication partners across home, school, and community settings.

Difficulty performing age-appropriate motor skills affects up to 83% of children with autism spectrum disorder. This systematic review examined the effect of motor and physical activity intervention on motor outcomes of children with autism spectrum disorder and the effect of motor learning strategies on motor skill acquisition, retention, and transfer. Six databases were searched from 2000 to 2019. Forty-one studies were included: 34 intervention studies and 7 motor learning studies. The overall quality of the evidence was low. Participants included 1173 children with autism spectrum disorder ranging from 3 to 19 years. Results from level II and III intervention studies supported that participation outcomes improved with a physical education intervention; activity outcomes improved with aquatic, motor activity, motor skill, and simulated horse riding interventions; and body structure and function outcomes improved with aquatic, exergaming, motor activity, motor skill, and simulated horse riding interventions. Results from level II and III motor learning studies supported that motor skill acquisition improved with visual, versus verbal, instructions but was not influenced by differences in instructional personnel. More rigorous research on motor intervention is needed with well-controlled study designs, adequate sample sizes, and manualized protocols. In addition, research on motor learning strategies is warranted as it generalizes across motor interventions.

… The pediatric physical therapist might also change the playground routine to include games and social interactions that accommodate the child’s mobility. The SFA identifies activities in …

Abstract Background Children with developmental coordination disorder (DCD) experience motor difficulties that limit daily activities and reduce physical activity enjoyment. Immersive virtual reality (VR) offers the potential for feedback-rich movement practice, but evidence for these effects in DCD remains limited. Objective This study aims to investigate the effects of an immersive VR rhythm game compared to tablet-based gameplay within a home-based setting on motor performance, enjoyment, and motivation in children and adolescents with DCD. Methods This crossover study included 27 participants (21 boys and 6 girls) aged 10 to 16 years with DCD who completed 2 home-based interventions, each delivered over 5 consecutive days: VR gameplay using Beat Saber (Beat Games) and tablet-based gameplay using Cut the Rope (ZeptoLab). Participants were recruited in England using convenience sampling via social media; eligible participants were aged 10 to 16 years, met research criteria for DCD based on a Developmental Coordination Disorder Questionnaire screening, and had no alternative neurological or musculoskeletal diagnosis. Each condition required at least 30 minutes of daily gameplay and was separated by a 2-week or more washout period. Motor performance was assessed pre- and postintervention using the Movement Assessment Battery for Children, Third Edition (MABC-3) and the Box and Block Test. Enjoyment was measured pre- and postintervention using the Physical Activity Enjoyment Scale. Participants also rated their motivation and feelings during each gameplay session. Repeated-measures ANOVAs and paired-samples 2-tailed t tests (α=.05) were used to examine the data. Results For MABC-3 domains, condition × time interactions were nonsignificant, although exploratory within-condition analyses showed pre-post improvements in the VR condition. For the Box and Block Test, condition × time interactions were significant for both hands, with a greater degree of pre-post improvement in VR than tablet-based gameplay. In the VR condition, mean block transfer increased for the dominant hand (ΔM 5.93, 95% CI 3.49‐8.36; t26=−4.99; P<.001; Cohen d=0.96) and the nondominant hand (ΔM 5.11, 95% CI 2.65‐7.57; t26=−4.27; P<.001; Cohen d=0.82), whereas no significant changes were observed in the tablet condition (all P≥.36). VR gameplay also yielded higher enjoyment, and children reported higher motivation and feeling ratings across VR sessions than tablet sessions. Conclusions This study, in contrast to most of the existing literature on nonimmersive technologies, examined the effect of a home-based immersive VR rhythm game intervention for children and adolescents with DCD. This study provides early evidence that this VR rhythm game was engaging and may support greater short-term improvements in motor performance than tablet gameplay. These findings suggest home-based immersive VR rhythm games could be a practical adjunct to pediatric rehabilitation to increase movement practice and motivation, although larger and longer trials are needed to confirm clinical impact and identify which game features drive this benefit.

AIM To identify intervention ingredients used to address the F-words for childhood development in community-based physical activity programmes for children with physical disabilities, the programme outcomes, and the strength of available evidence. METHOD A scoping review was conducted guided by the JBI Manual for Evidence Synthesis. Electronic database and hand searches of international literature identified studies that evaluated community-based physical activity programmes for children with a physical disability with impaired gross motor skills (e.g. sitting, walking) ranging from mild limitations in speed, balance, and coordination to severe impairment requiring the use of a wheelchair for mobility. Intervention ingredients were mapped to the six F-words: functioning, fitness, friends, family, fun, and future. Primary study outcomes were tallied and themed. Evidence strength was assessed using the Australian National Health and Medical Research Council guidelines and the Risk of Bias in Non-randomised Studies - of Interventions (ROBINS-I) tool. RESULTS Twenty-four primary research articles were included. Most studies addressed the concept of functioning, fitness, fun, and friends, and few studies addressed family and future. Thirty common intervention ingredients were identified to deliver the F-words. Eight key outcome areas were identified. Most studies were level IV evidence and possessed a serious level of bias. INTERPRETATION Despite identifying numerous intervention ingredients mapped to the F-words, the overall evidence base remains weak. Strengthening the quality and scope of research is essential to ensure the F-words framework is applied inclusively for physical activities across diverse populations of children with physical disabilities in community contexts.

The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) aligns with the neurodiversity paradigm in viewing autistic people’s social communication holistically and in a strength-based manner. In this scoping review, we explored how social communication interventions for autistic children and youth map onto the domains of the International Classification of Functioning, Disability and Health in the field of speech-language pathology. OVID Medline, OVID Embase, OVID PsycINFO and Web of Science databases were searched to identify relevant articles. Population, intervention and study data were extracted, as well as data on each of the International Classification of Functioning, Disability and Health domains related to the social communication interventions. In total, 21 articles were included in our analysis. No studies explicitly mentioned the International Classification of Functioning, Disability and Health. All the studies focused on participation and environmental factors (e.g., people’s attitudes, physical environment), and some studies discussed other International Classification of Functioning, Disability and Health domains such as body structures and functions, personal factors and activities. The examples provided for each International Classification of Functioning, Disability and Health domain may be helpful for clinicians and researchers looking to understand how components of social communication interventions link to International Classification of Functioning, Disability and Health categories. Future work could analyse how social communication interventions in other fields (e.g., psychology, occupational therapy) map onto the International Classification of Functioning, Disability and Health. Lay abstract This review article investigates how the World Health Organization’s International Classification of Functioning, Disability and Health can be applied to better understand speech-language pathology social communication interventions. In recent years, academic articles have supported thinking differently about how autistic people communicate, including the many strengths autistic people have and how other people and the environment influence communication. The International Classification of Functioning, Disability and Health is a holistic, widely used framework that provides a neurodiversity-affirming perspective on social communication interventions for autistic children. We did not find any published literature applying the International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth and therefore wanted to explore whether and how social communication interventions reflect International Classification of Functioning, Disability and Health concepts. To answer this question, we searched the academic literature using several databases using a methodology called a scoping review. We included articles that had autistic children and youth as participants and focused on social communication interventions in the field of speech-language pathology. We found 21 articles that met our inclusion criteria. No studies talked explicitly about the International Classification of Functioning, Disability and Health. All the studies focused on participation and environmental factors (e.g., people’s attitudes, physical environment), and some studies discussed other International Classification of Functioning, Disability and Health domains such as body structures and functions, personal factors and activities. It is important for speech-language pathology social communication interventions to consider how the physical environment, social environment and personal factors impact social communication. Clinicians and researchers may find our application of the International Classification of Functioning, Disability and Health to social communication interventions useful to shape how they think about interventions.

This article presents a novel set of ten play scenarios for robot-assisted play for children with special needs. This set of scenarios is one of the key outcomes of the IROMEC project that investigated how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents etc.). The target user groups in the project were children with Mild Mental Retardation,1 children with Severe Motor Impairment and children with Autism. The play scenarios were developed against specific educational and therapeutic objectives that were discussed with panels of experts (teachers therapists parents) in various countries, during several user panel meetings for each of the above mentioned target user groups. These objectives were classified with reference to the ICF-CY, the International Classification of Functioning – version for Children and Youth. The article presents a detailed description of the play scenarios, each with its relevant educational and therapeutic objectives in five key developmental areas (i.e. sensory development, communication and interaction, Cognitive development, motor development and social and emotional development). While the play scenarios described in this paper originally were developed for and tested with the above user groups and with the IROMEC robot, the play scenarios can potentially be applied to other user groups and to a wide range of other applications involving human-robot interaction using different robotic toys. Keywords: human-robot interaction; assistive technology; play scenarios; autism; mild mental retardation; sever motor impairment; assisted play

The point of departure in this text is the ongoing qualitative interdisciplinary research project RHYME ( www.RHYME.no ), which addresses the lack of health-promoting interactive and musical Information and Communications Technology (ICT) for families with children with severe disabilities. The project explores a new treatment paradigm based on collaborative, tangible, interactive net-based musical "smart things" with multimedia capabilities. The goal in RHYME is twofold: (1) to reduce isolation and passivity, and (2) to promote health and well-being. Co-creation is suggested as a possible path to achieving these goals, by evoking feelings, for example, or accommodating the needs to act and to create social relations; co-creation also motivates users to communicate and collaborate within (new) social relations. This article engages co-creation by incorporating aspects connected to interaction design and the field of music and health. Empirical observations will be referred to. The research question is as follows: What might co-creation imply for families of children with disabilities when musical and interactive tangibles are used as health-promoting implements?

The Musical Functional Assessment Profile (MFAP) in autism has been developed as a specific music therapy observational assessment tool to provide qualitative and descriptive information about the functionality of the child on the autism spectrum. It allows for assessing seven developmental functions: social interaction, communication and language, flexibility and anticipation, symbolisation, memory functions, motor functions and sensory functions. The MFAP tries to value the strengths, challenges, difficulties, and supports provided, considering current autism diagnostic criteria and treatment issues viewed from the perspective of neurodiversity. It may also allow the delineation of music therapy treatment goals and intervention planning related to a person-centred and a strength-based approach. The development and design of the tool is presented, and its practical advantages and disadvantages are discussed. Further research studies are required to determine the precise scope and accuracy of this tool; future directions are established for its validity and reliability process.

Positive effects after neurologic music therapy (NMT) have been described regarding the motor function of children with severe cerebral palsy (CP). This study aimed to quantify improvements in participation, as well as complexity on task-related manual activities in children with severe bilateral CP. This analytic quasi-experimental study exposed 17 children with severe cerebral palsy to 13 NMT sessions to improve motor learning through therapeutic instrumental music performance (TIMP), using principally percussion musical instruments. Hoisan software video recording was used to quantify participation involved in creating music. In addition, the number of active movements performed in each NMT session was quantified. Significant improvements were found in the participation variables “visual contact,” “motor participation” and “motor participation repetitions.” Significant differences were also found in the subcategory “reaching and stroke,” “hitting with the hand” and “grasping and hitting.” The use of therapeutic of TIMP in children with severe CP improves participation during manual activities utilizing percussion instruments, therefore increasing the intensity of the psychomotor intervention.

BackgroundStroke represents one of the most costly and long-term disabling conditions in adulthood worldwide and there is a need to determine the effectiveness of rehabilitation programs in the late phase after stroke. Limited scientific support exists for training incorporating rhythm and music as well as therapeutic riding and well-designed trials to determine the effectiveness of these treatment modalities are warranted.Methods/DesignA single blinded three-armed randomized controlled trial is described with the aim to evaluate whether it is possible to improve the overall health status and functioning of individuals in the late phase of stroke (1-5 years after stroke) through a rhythm and music-based therapy program or therapeutic riding. About 120 individuals will be consecutively and randomly allocated to one of three groups: (T1) rhythm and music-based therapy program; (T2) therapeutic riding; or (T3) control group receiving the T1 training program a year later. Evaluation is conducted prior to and after the 12-week long intervention as well as three and six months later. The evaluation comprises a comprehensive functional and cognitive assessment (both qualitative and quantitative), and questionnaires. Based on the International classification of functioning, disability, and health (ICF), the outcome measures are classified into six comprehensive domains, with participation as the primary outcome measure assessed by the Stroke Impact Scale (SIS, version 2.0.). The secondary outcome measures are grouped within the following domains: body function, activity, environmental factors and personal factors. Life satisfaction and health related quality of life constitute an additional domain.Current statusA total of 84 participants were randomised and have completed the intervention. Recruitment proceeds and follow-up is on-going, trial results are expected in early 2014.DiscussionThis study will ascertain whether any of the two intervention programs can improve overall health status and functioning in the late phase of stroke. A positive outcome would increase the scientific basis for the use of such interventions in the late phase after stroke.Trial registrationClinical Trials.gov Identifier: NCT01372059

The loss of hand and wrist function significantly impairs an individual’s ability to perform everyday tasks, resulting in reduced independence and a lower quality of life. Neurological disorders, such as cerebral palsy, are among the leading causes of such impairments. These conditions often lead to difficulties with muscle strength, coordination, and motor control, impacting an individual’s ability to manipulate objects. Cerebral palsy is a prevalent neurological disorder in children that often causes severe impairments in hand and wrist function. Traditional rehabilitation methods, such as physiotherapy, are effective but often suffer from poor adherence, especially in pediatric populations. Therefore, the use of engaging interventions, such as music-based and game-based therapies, holds significant promise for improving therapy adherence and effectiveness in children with cerebral palsy. The proposed rehabilitation system integrates a wearable data glove with a music-based serious game to promote hand and wrist function in children with neurological impairments. The data glove, equipped with two inertial measurement unit sensors, detects hand and wrist movements, serving as the primary input device for the game. The game design incorporates music therapy elements, including metronome-based rhythms and volume feedback to motivate movement and enhance neuroplasticity. Three distinct games are designed to target wrist flexion and extension, ulnar and radial deviation, and gross motor grip. Ten healthy pediatric participants completed all sessions under both music and no-music conditions. As the data were non-normal, the Wilcoxon signed-rank test was used. Statistically significant differences were found in all games, although effect sizes were small. These results suggest that music may subtly modulate motor performance. For example, in the Rocket game, music reduced variability and range of motion, suggesting more controlled wrist flexion/extension. In the Squirrel and Bubble games, music contributed to smoother movements and greater consistency in pinch grip, respectively. Usability survey data revealed high levels of user satisfaction and enjoyment, with items related to clarity, comfort, engagement, and particularly relaxation showing significant differences above neutral (\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$p < 0.05$$\end{document}). This study provides exploratory evidence supporting the feasibility of music-based, game-driven rehabilitation tools in pediatric populations. Although the observed effects were modest, the system demonstrated high usability and acceptability. Future studies should include clinical populations, assess longer-term retention effects, and further investigate how music-induced relaxation may support engagement and treatment adherence in rehabilitation contexts.

Objective To investigate the effectiveness of rhythmic music game–based intervention in improving executive functions and sensorimotor abilities among children with Attention-Deficit/Hyperactivity Disorder (ADHD), thereby providing evidence-based support for non-pharmacological interventions and promoting children’s health. Methods A randomized controlled trial was conducted with 64 children diagnosed with ADHD, who were randomly assigned to either an intervention group (n = 32) or a control group (n = 32). The control group received routine health education, while the intervention group additionally participated in an 8-week rhythmic music game program delivered via tablet devices, consisting of three 40-min sessions per week that included tasks such as beat synchronization and rhythm creation. Executive function and sensorimotor abilities were assessed before and after the intervention using the Stroop Color Word Test (SCWT), Trail Making Test (TMT), and the Test of Gross Motor Development, Third Edition (TGMD-3). At the same time, the attention deficit hyperactivity disorder rating scale (ARS-5) was used to evaluate the severity of the core symptoms of ADHD in children. Results In the intervention group, post-intervention assessments showed significant reductions in SCWT word-meaning interference errors (p < 0.001) and shorter completion times on TMT Part B (p < 0.001). The total score of ARS-5 scale and the scores of each dimension decreased significantly (p < 0.001). TGMD-3 total scores also significantly improved (p < 0.001), particularly in the locomotor and object-control subdomains reflecting coordination ability (p < 0.001). No significant changes were observed in the control group across any measures (p > 0.05). Between-group comparisons of pre-post differences revealed statistically significant effects favoring the intervention group (p < 0.01). Conclusion Rhythmic music game intervention effectively enhances inhibitory control, cognitive flexibility, and sensorimotor coordination in children with ADHD. Given its engaging nature and accessibility, it holds promise as a valuable component within multidisciplinary intervention strategies, offering a practical approach to supporting the healthy development of children with ADHD.

Utilizing a humanoid social robot to systematically teach music to children with autism has not received wide attention to date. In this study, a novel robot-assisted music-based scenario has been designed in order to: 1) teach fundamentals of music via a xylophone-/drum-player robot as a teacher assistant, and 2) improve social/cognitive skills through active music games in children with autism. The educational-therapeutic interventions were conducted in an eleven-session case study program on three high-functioning and one low-functioning children with autism taking into consideration the children’s, parents’, and therapists’ experience during the program. The results indicated that as a tool and facilitator, the NAO robot does have the ability to teach musical notes/rhythms to the participants with high-functioning autism. It was also observed that the severity of the participants’ autism as well as the stress of the parents decreased somewhat during these sessions. Furthermore, noticeable improvements were seen in social/cognitive skills of all four participants; as well as the positive effect of this program on fine motor imitation skills of two subjects after the interventions. The progress reported from this preliminary exploratory study confirmed the potential benefits of using social robots and intelligent technologies as a facilitator in music-teaching and cognitive-rehabilitation.

… The PERMA-based Orff music intervention … children with cochlear implants. This multidimensional approach may provide a useful reference for developing comprehensive …

ABSTRACT This randomized controlled trial assessed a 10-week Listening- and Singing-embedded Music-game (LSM) activities protocol aimed at enhancing executive functions (EF) – inhibitory control (IC), working memory (WM), and cognitive flexibility (CF) – in 52 preschoolers (4–5 years) from a rural kindergarten in China. Children were randomly assigned to the music-game training (MGT) group or a control group. EF was assessed at pre-test (T1), post-test (T2), and a 2-month follow-up (T3). Significant interactions between group and time were found, with the MGT group showing improvements in EF from T1 to T2, and sustained benefits at T3, especially in visuospatial working memory and inhibitory control. The study demonstrates that low-material, schedule-compatible routines can yield sustained EF benefits. Findings support the integration of such routines into early education programmes, with recommendations for future replications using cluster randomization, blinded assessments, and extended follow-ups.

Developmental Coordination Disorder (DCD) is a neurodevelopmental disorder characterized by deficits in motor skills, with gross and fine motor dysfunction being the main symptom. This condition greatly impairs children’s daily life, learning, and social interaction. Symptoms typically appear during preschool or school age, and if left untreated, they can persist into adulthood. Thus, early assessment and intervention are crucial to improve the prognosis. This study aims to review the existing literature on DCD, providing a comprehensive overview of the assessment for children with DCD in terms of body functions and structures, activities and participation, and environmental factors within the framework of the International Classification of Functioning, Disability, and Health - Children and Youth (ICF-CY). Additionally, specific rehabilitation interventions will be described, offering valuable insights for the clinical assessment and intervention of children with DCD.

ABSTRACT Effective early interventions must guarantee child development in natural environments and improve their functioning. This study aimed to analyze the temporal evolution of the approach to functioning in early intervention programs using the international classification of functioning, disability, and health (ICF) as a reference. We included randomized clinical trials that studied early intervention programs in children aged from zero to six years. The significant concepts in the outcomes of interventions were linked to the ICF. This review included 56 articles and evaluated 74 outcomes. It generated 82 ICF codes, which encompassed the ICF domains of body functions, activities, participation, and environmental factors. The included early intervention programs partially addressed functioning over the years.

Digital games and mobile technology present remarkable opportunities for inclusive education when their design is constructively aligned with accessibility and learning objectives, alike. The aim of this paper is to explore the perspectives of special education teachers on the functional role, affordances, and inherent constraints of mobile games and gamification platforms when employed as a learning intervention for educating students with learning disabilities. A mixed-methods study was conducted to address the research questions. The findings highlight the importance of designing highly individualised gamified activities for learners and the need to involve special educators throughout the game design and development lifecycle.

Music rhythm activities (MRA) have been widely applied in the field of special children’s education. This teaching method integrates music and rhythmic activities, effectively stimulating the learning interest of special children and promoting the all-round development of their emotional expression, social interaction, and cognitive abilities. The inclusiveness and attractiveness of music particularly meet the sensory integration, emotional regulation, and social needs of special children. Well-organized music rhythm training enables special children to freely express themselves and build confidence. At the same time, it guides them to focus their attention and enhance their executive functions. Teachers’ flexible use of multimedia technology to design curriculum content can not only present a vivid and specific teaching process to students, but also make up for the cognitive deficiencies of special children, improve their physical functions, enhance their social skills and musical perception. Combined with systematic feedback, it can support teachers’ evaluation. Auxiliary assessment helps children’s development and improves the teaching effectiveness of MRA. By means of multi-sensory stimulation, it promotes the multi-dimensional growth of special children.

… ICF-based intervention model was applicable and practical to use in a community therapy … Each week included an informal social time; engaging in activities or games together and …

Background: This case report documents the rehabilitation of a one-year-old male with spina bifida meningomyelocele using the International Classification of Functioning, Disability, and Health (ICF) as a framework for assessment and intervention. The ICF was used to document his rehabilitation and guide therapeutic interventions based on specific physical, functional, and environmental factors. Case Presentation: The subject had meningomyelocele and Chiari II malformation following a full-term C-section birth and a 40-day neurointensive care unit (NICU) stay. He exhibited significant motor and sensory impairments below the D10 level, including reduced muscle power and absent sensation. Comprehensive assessments were conducted using ICF core sets and additional body function codes, and specific, measurable goals were set. Intervention and Outcomes: A multidisciplinary team of healthcare professionals pursued interventions, including tactile stimulation, ergometer training, strength training, and therapeutic games. Physical and occupational therapies using assistive technologies improved muscle strength, partially independent transfers, and basic activities. Despite progress, the patient continued to rely on caregivers for complex tasks. Discussion: The integration of ICF-based documentation tools proved beneficial in providing a structured, holistic approach to the child’s care. The report highlights the need for further research into optimizing assistive technology and advanced rehabilitation techniques to improve functional outcomes for children with spina bifida. Conclusion: The case demonstrates the effectiveness of a structured, individualized approach using the ICF to manage spina bifida, though gaps remain in achieving full autonomy. Future directions should focus on enhancing interventions and support systems to maximize independence and quality of life.

The insufficient effectiveness of physical education curriculum for Chinese high school students with intellectual disabilities (ID) arises from a deficiency in customized frameworks. This study aims to evaluate the impact of adaptive physical activity (APA) programs designed according to the International Classification of Functioning, Disability and Health (ICF) framework on the health-related physical fitness (HRPF) and fundamental movement skills (FMS) of high school students with intellectual disabilities (ID). A total of 28 students with ID (mean age = 16.2 years) were randomly assigned to an intervention group (IG) participating in APA programs, or a control group (CG) following traditional physical education. The APA sessions lasted 45 minutes, three times a week, for 16 weeks. Pre- and post-intervention HRPF and FMS were assessed. The results show that significant improvements were observed in HRPF and FMS in the IG compared to the CG. Specifically, handgrip strength, sit-to-stand performance, and PACER test results improved significantly. The APA program, based on the ICF theory, is a valuable addition to the current physical education curriculum for students with ID, offering a more inclusive and effective approach to their physical education.

… toy character) modeling treatment behavior; (b) an interactive Barney figure that the child could operate via controls on the figure's body parts to sing songs and play games during the …

Previous studies indicate that rehabilitation programs supplemented with a strength and endurance-based exercise program improve lean body mass, pulmonary function, endurance, strength, and functional outcomes in severely burned children over the age of 7-years when compared with standard of care (SOC). To date, supplemental exercise programming for severely burned children under the age of 7-years has not yet been explored. The purpose of this study was to determine if a 12-week rehabilitation program supplemented with music & exercise, was more effective in improving functional outcomes than the SOC alone. This is a descriptive study that measured elbow and knee range of motion (ROM) in 24 severely burned children between ages 2 and 6 years. Groups were compared for demographics as well as active and passive ROM to bilateral elbows and knees. A total of 15 patients completed the rehabilitation with supplemental music and exercise, and data was compared with 9 patients who received SOC. Patients receiving the 12-week program significantly improved ROM in all joints assessed except for one. Patients receiving SOC showed a significant improvement in only one of the joints assessed. Providing a structured supplemental music and exercise program in conjunction with occupational and physical therapy seems to improve both passive and active ROM to a greater extent than the SOC alone.

This study describes a novel system that links an electronic instrument called Cyber Musical Instrument with Score (Cymis) and a game device called Kinect to provide music therapy for children with autism spectrum disorders (ASD). The system was developed to facilitate independent and active participation of children with ASD in music activities and teach them to integrate visual and audio sensory, motor, and physical awareness. The system combining Cymis and Kinect has been applied to both typically developing children and those with ASD, demonstrating that it can be used appropriately by either group. Preliminary studies indicate that the opportunity to “play” a familiar song by making desired movements can motivate children with ASD or similar cognitive symptoms to improve on-task behavior and collaborate effectively with a partner while the accompanying video images can be either motivating or distracting. The data obtained from these trials can be used for further empirical research and practical application of the system in music therapy for children with ASD.

Background: Auditory–verbal training is essential for children with hearing challenges, and the gamification approach has become a promising direction for improving the rehabilitation experience and effect. However, the specific influence of the gamified training approach on participants at different rehabilitation stages has not been empirically studied, especially in the practical training effect caused by gamified interventions and the varying influence on children with different rehabilitation status. Objective: This article is thus intended to investigate the following research questions: (1) do the training performances of children at advanced rehabilitation stage differ before and after using the gamified training system? (2) Do the training performances of children at intermediate rehabilitation stage differ before and after using the gamified training system? (3) Do children enjoy the gamified training approach? Methods: For the purpose, a digital gamified auditory–verbal training system was originally developed, and a series of user experiments were organized. The training performance of 31 hearing-challenged children was assessed, and interviews with six professional therapists were conducted. Results: It can be found that generally the gamified training approach can effectively facilitate the training experience and help with the basic auditory memory and expression capabilities. Moreover, it is feasible to be applied in practical training due to the high customization of digital training contents, multimodal interactive training means, and highly enjoyable training experience. Conclusions: Regarding the specific influence, the gamified way can better improve the basic auditory–verbal performance of children at the intermediate stage since the focus is more on the ease of learning and adaption to the training system. While for children at the advanced rehabilitation stage, the precise training and professional training contents are more in demand, it is not easy to achieve quick improvements. These findings and conclusions can provide insights for further explorations and applications of the gamification approach in children’s auditory–verbal rehabilitation. This study was approved by the Institutional Review Board (IRB) of Shanghai Jiao Tong University with the approval number H2022213P.

Music-based interventions (MBI) in therapeutic routine have been observed as an effective tool for adjuvant therapy for patients with chronic diseases and for those with various types of disabilities. Music can serve as a pedagogical and therapeutic strategy for development of psychomotor skills in children and adolescents with long-lasting illnesses, and also as a secular way of promoting comfort and spiritual health for patients and families during difficult times; it can also be used to alleviate suffering during diagnostic and therapeutic procedures throughout the long recovery and/or rehabilitation processes. In this article, a musician and art therapist describes some simple MBI used daily in a tertiary children's hospital in Sao Paulo, where patients with chronic diseases and from lower socioeconomic background represent most of outpatients and inpatients. Some MBI developed or adapted by the author are described in detail, some of them using only the voice and others utilizing simple musical instruments, usually percussion ones, by the patients themselves. There are also reports describing MBI in special situations, such as long-lasting isolation of immunosuppressed patients (for bone marrow transplantation, for example), regular day-hospital visits for hemodialysis and religious songs for families of end-of-life or critically ill patients. In conclusion, MBI can be beneficial for improving patient experience in hospital settings, particularly for those with long-lasting or repeated stays, and can be performed in a simple and playful way, with contribution of other health professionals with some background in music, since music therapy specialists are still scarce in many countries.

Restoring hand functionality is critical for fostering independence in individuals with neurological disorders. Various therapeutic approaches have emerged to address motor function restoration, with music-based therapies demonstrating notable advantages in enhancing neuroplasticity, an integral component of neurorehabilitation. Despite the positive effects observed, there remains a gap in the literature regarding implementing music treatments in neurorehabilitation, such as Neurologic Music Therapy (NMT), especially in conjunction with emerging fields like wearable devices and game-based therapies. A literature search was conducted in various databases, including PubMed, Scopus, IEEE Xplore, and ACM Digital Library. The search was performed using a literature search methodology based on keywords. Information collected from the studies pertained to the approach used in music therapy, the design of the video games, and the types of wearable devices utilized. A total of 158 articles were found, including 39 from PubMed, 34 from IEEE Xplore, 48 from Scopus, 37 from ACM Digital Library, and 35 from other sources. Duplicate entries, of which there were 41, were eliminated. In the first screening phase, 152 papers were screened for title and abstract. Subsequently, 89 articles were removed if they contained at least one exclusion criterion. Sixteen studies were considered after 63 papers had their full texts verified. The convergence of NMT with emerging fields, such as gamification and wearable devices designed for hand functionality, not only expands therapeutic horizons but also lays the groundwork for innovative, personalized approaches to neurorehabilitation. However, challenges persist in effectively incorporating NMT into rehabilitation programs, potentially hindering its effectiveness.

Music is motivational, accessible and engaging for individuals with learning disabilities. Several systematic reviews have addressed the effects of music activity on people with learning disabilities; however, none has specifically reviewed the use of musical activity with people with profound and multiple learning disabilities. This review aimed to: 1. identify peer-reviewed studies and describe the characteristics of evidence-based musical activity used with people with profound and multiple learning disabilities and 2. evaluate and analyse the effectiveness of these music-based interventions and identify gaps within current research. A systematic search was conducted in April 2021 identifying seven peer-reviewed studies which included music-based interventions with at least one person with profound and multiple learning disabilities. Findings reveal the interventions varied in their frequency, duration and content. The outcome of most (n=6) interventions documented the development of the participants’ social skillset. Interventions were predominantly (n=6) implemented by facilitators with musical expertise. The diverse and novel nature of the reviewed studies highlights a need to expand and enhance research with this population.

Students with profound intellectual disabilities disorders (IDDs) have the right to participate in educational opportunities that recognize their unique resources and needs, as do all children. Because of their specific communication challenges, positive relationships with attentive communication partners are critical for success. In fact, the power of positive relationships in schools is recognized to be connected to student well-being more broadly. This article examines the case of one young man with profound IDD and his relationship with his music therapist using a duo-ethnographic informed paradigmatic case study. Video analysis based on multi-voice perspectives is used to generate hermeneutic phenomenological findings to closely examine the relationship between a young man with profound IDD and a music therapist. The voices of four allied health researchers were also gathered to inform the authors’ construction of an informed commentary on the phenomenon. The results suggest that the essence lay in a combination of attentive, responsive and creative being with the other person over time. Four principles of musical engagement were identified in the video footage as critical to the meaningful relationships through music: the music therapist listens; the music therapist takes responsibility for structure; spontaneous initiation is sought from the young person; and the relationship is built over time. These concepts are contextualized within a discussion of student well-being that is underpinned by positive relationships and leads to students achieving their full potential within diverse school contexts.