Collaborative roles of music therapists and teachers for students on the autism spectrum: An integrative review.
Introduction: Music therapists and school teachers often collaborate to support the educational and developmental needs of students on the autism spectrum. Clarifying their roles can strengthen teamwork and improve student outcomes. Thus, this integrative review examines their collaborative relation...
| Publicado en: | Nordic Journal of Music Therapy Vol. 35; no. 2; pp. 160 - 181 |
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| Autores principales: | , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191766072&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191766072 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08098131 H8A jtl: Nordic Journal of Music Therapy issn: 08098131 maglogo: N pubinfo: dt: Mar2026 vid: 35 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 191766072 186033470 191766072 191766072 10.1080/08098131.2025.2516466 191766072 ppf: 160 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Collaborative roles of music therapists and teachers for students on the autism spectrum: An integrative review. aug: au: Ng, Estelle L. E. Lee, Jin Hyung affil: Art Therapy and Music Therapy Unit, Singapore General Hospital, Singapore sug: subj: Collaboration Music Therapists Psychosocial Factors Teachers Psychosocial Factors Faculty Role Professional Role Autism Spectrum Disorder Therapy Students with Disabilities Teamwork Human Systematic Review Child, Preschool Child Adolescence Male Female Music Therapy ERIC Database Psycinfo PubMed Data Analysis Software Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years Male Female ab: Introduction: Music therapists and school teachers often collaborate to support the educational and developmental needs of students on the autism spectrum. Clarifying their roles can strengthen teamwork and improve student outcomes. Thus, this integrative review examines their collaborative relationships, exploring the goals, music interventions, and professional titles used for these interventions to inform professional development. Method: A thorough search of five online databases was conducted, complemented by a hand search of major music therapy journals. The selected studies were analyzed based on the integrative review methodology. Results: Twelve publications were identified. Analysis of these studies revealed that music therapists and teachers each performed distinct roles during collaboration, tailored to their areas of expertise. The review also demonstrated that collaborative work targeted a wide range of goal domains and utilized a variety of interventions. Discussion: This review provided insights into the nature of consultations provided by both music therapists and teachers. The review also suggested factors that music therapists should consider when selecting or designing musical materials for teacher-mediated interventions. Implications for further collaborative practice and potential research directions are discussed. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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