Attention-Deficit Hyperactivity Disorder (ADHD) has recently been receiving more frequent attention in professional circles and in the press, and some sources would assert that its occurrence in the general population is consistently growing. Because music therapists often work with preschool and school-age children, it is likely that they will increasingly be treating children with a diagnosis of ADHD. However, there is little in the music therapy literature about music therapy ADHD treatment. The purpose of this survey was to ascertain what music therapy methods are being used for children with an ADHD diagnosis, how effective this treatment for adhd is perceived to be, and the role that music therapy treatment plays in relation to other forms of treatment of adhd. Results of the survey indicated that music therapists often utilize a number of music therapy methods in the ADHD treatment of children. They often address multiple types of goals, and ADHD treatment outcome is generally perceived to be favorable. Referrals for music therapy services are received from a number of different sources, although parents and teachers were indicated to be the most frequent referral sources. Most children with ADHD receiving music therapy services also receive other forms of treatment, with an overwhelming majority receiving medication. The implications of these results are discussed, and areas for continuing research into the use of music therapy for the treatment of adhd are identified.
Some recent research has shown benefits of music therapy for the treatment of ADHD.
A study in 1996 incorporated music into neurofeedback programs. The results indicated children receiving music during the sessions showed more improvement than those receiving neurofeedback without music. [Pratt et al, 1996]
A survey completed in 2003 showed music therapy to be favorable in treating elementary age children with ADHD in conjunction with other treatment methods. [Jackson, 2003]
A few studies completed in New Zealand showed a decrease in impulsive behaviors and restlessness in the classroom for students with ADHD who received music therapy. [Rickson, 2006 and Montello, 1996]
Although not specifically listed as “music therapy” music has been used in the classroom to help enhance learning, attention, focus and retention by teachers for many years. Some examples of how music helps:
1. Setting music to lists, words, or anything that needs to be memorized
2. Background music while completing seatwork, tests or writing essays
3. Background music when greeting students to create a soothing, welcoming atmosphere
4. Providing a more integrated learning experience. Children with ADHD and learning disabilities learn better when several senses are activated during the process.
5. Helps develop a sense of community
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