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Browsing by Author "Knight, Andrew, committee member"

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    Comparing the effects of rhythmic and musical cueing on a volitional movement in older adults with Parkinson's disease
    (Colorado State University. Libraries, 2021) Smith, Ryan Alexander, author; LaGasse, A. Blythe, advisor; Knight, Andrew, committee member; Tracy, Brian, committee member
    Music therapists who work from a neuroscience-informed approach use auditory cueing to facilitate movement exercises when working on motor goals with older adults with Parkinson's disease (PD). There is minimal research, however, comparing the effects of different auditory cueing techniques on the kinematic parameters of volitional arm movements in older adults with PD. Therefore, the purpose of this study was to compare the effects of auditory cueing types––no auditory cues, rhythmic cues, and sonified musical cues––on the movement smoothness and movement variance of repetitive, volitional arm movements in older adults with PD. Seven older adults with PD and ten college students completed three trials of a repetitive arm reaching task in each of three auditory cueing conditions. The position of each participant's wrist was recorded in three dimensions using an infrared motion capture system at 120Hz. Data from the kinematics system were processed to compute two indicators of movement performance–normalized jerk (NJ), an indicator of movement smoothness; and spatiotemporal index (STI), a measure of movement path variance–for each participant. No significant differences in STI or NJ were observed between groups in the no cueing condition. Between-condition analysis demonstrated a significant difference in NJ between the no cueing condition and rhythmic cueing condition such that NJ values were larger, and therefore movements were less smooth, in the rhythmic cueing condition. There were no statistically significant differences in STI between cueing conditions. Exploratory analysis, however, revealed that there is a trend of decreased movement performance in the rhythmic cueing condition and improved movement performance in the sonified musical cueing condition for participants in the PD group. These findings were unexpected and warrant future research to determine which working mechanisms are the facilitators of change in auditory cueing-based rehabilitation of volitional movements.
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    Diffusing art therapy using the innovation of social media: experiences of four rural art therapists
    (Colorado State University. Libraries, 2018) Dick, Laura, author; Wolfgang, David, advisor; Long, Marilee, committee member; Knight, Andrew, committee member
    As the practice of art therapy grows and evolves, the way in which healthcare providers disseminate information and connect with patients changes, especially through networks such as social media sites. Physicians and therapists must navigate how to represent their personal and professional lives in an evolving digital landscape. As digital technologies continue to expand, how might the innovation of social media be used by mental health providers, such as art therapists, to better reach rural populations? This qualitative study utilizes research within telemedicine, social media as a professional tool, and the diffusion of innovation theory as a basis to explore how art therapists leverage the use of social media to reach rural communities. This study argues that individual intricacies may influence a therapist's motivation to adopt social media. Even therapists who do not participate professionally in social media understand the benefits of having a presence on those platforms. However, there remains a complex combination of risks, as perceived by the individual therapist, that prohibit the adoption process set forth by Rogers' diffusion of innovation theory. This indicates that Rogers' theory may not be the best fit for healthcare situations such as art therapy that include high risks or a high number of complex contributing factors.
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    Effects of music on joint attention between individuals with autism and neurotypical siblings
    (Colorado State University. Libraries, 2015) Montgomery, Jaley A., author; LaGasse, A. Blythe, advisor; Knight, Andrew, committee member; Most, David, committee member
    Given that a common social skills deficit for individuals with Autism Spectrum Disorder (ASD) is joint attention, and that development in joint attention can cause improvement in other social skill deficit areas such as affect, imitation, initiation of socialization, and expressive language (Ferraioli & Harris, 2011), it is necessary to examine treatment options that promote joint attention. This study measured the effects of music versus non-music interventions on joint attention between individuals with ASD and neurotypical siblings. One sibling pair (dyad) participated in this study. To be eligible for the study, one sibling must have an ASD diagnosis, be between the ages of 6 to 10 years old, have a sibling up to three years older with no ASD or related diagnosis, speak English as a primary language, and both siblings free of significant visual or hearing impairments. The sibling dyad received two fifteen-minute sessions a week for two weeks. The first session of each week was a music session designed to elicit joint attention in siblings. In the second session of each week, the group participated in a fifteen-minute non-music session designed to elicit joint attention between siblings. The neurotypical sibling primarily led these sessions, with video instruction shown to the participants before each task in the sessions.
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    Foundations of executive function in Down syndrome
    (Colorado State University. Libraries, 2020) Schworer, Emily, author; Fidler, Deborah, advisor; Daunhauer, Lisa, committee member; Hepburn, Susan, committee member; Knight, Andrew, committee member
    Though early features of infant cognition are predictive of executive function (EF) in typically developing (TD) children, there is little information regarding the developmental origins of EF in Down syndrome (DS). The current study compared the performance of infants with DS and TD controls on four foundational EF dimensions: attention shifting, sustained attention, early planning, and processing speed, and examined the relationship between EF foundations at Time 1 and subsequent EF performance at Time 2 (6 months later). Participants were 58 infants with DS, M chronological age = 11.32 months, SD = 3.50; M developmental age = 7.93 months, SD = 2.79, and 48 TD infants, M chronological age = 7.76, SD = 3.22; M developmental age = 7.75 months, SD = 3.52. Results showed that infants with DS shifted their attention more slowly, looked for longer durations at objects, and demonstrated a longer latency to contact objects when compared to TD infants at Time 1. The association between early planning and chronological age differed by group at Time 1 as well. Attention shifting at Time 1 significantly predicted EF performance at Time 2 in the DS group. This study provides evidence that an early atypical presentation of EF precursors is detectable during infancy in DS and is predictive of subsequent EF performance. These findings will facilitate the identification of areas of early cognitive risk in DS and inform future interventions.
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    Parent-child interactions and adaptive behavior in children with Down syndrome
    (Colorado State University. Libraries, 2018) Howshar, Mackenzie, author; Fidler, Deborah, advisor; Hepburn, Susan, committee member; Knight, Andrew, committee member
    Adaptive behavior is essential for the development of independence in individuals with developmental disabilities. Individuals with higher levels of adaptive behavior tend to require less support from caregivers than those with lower levels of adaptive behavior. The current study examined the association between parenting behavior and child adaptive behavior within the context of a parent-child interaction in dyads with and without a child diagnosis of Down syndrome (DS). Findings showed parents of children with DS engaged in significantly more directives than parents of TD children. Additionally, there was a significant negative association between parent directives at Time 1 and child adaptive behavior at Time 2 overall, whereas there was a significant positive association between parent teaching at Time 1 and child adaptive behavior at Time 2 in the DS group. Findings from this study may be useful for informing future parenting interventions.
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    The effect of live music therapy interventions on pediatric patients who are mechanically ventilated and sedated and their caregivers
    (Colorado State University. Libraries, 2018) Bush, Hannah, author; LaGasse, A. Blythe, advisor; Knight, Andrew, committee member; Shomaker, Lauren, committee member
    The purpose of this study was to assess the effects of live music therapy interventions on pain and anxiety in critically ill pediatric patients ages birth to two years who are mechanically ventilated and sedated as a result of a respiratory tract infection. The research aims were to: 1) Determine the effect of live music therapy interventions on heart rate, blood pressure, and respiratory rate in patients who are mechanically ventilated and sedated and 2) Explore and describe the effect of live music therapy interventions on parental engagement and behavior with their hospitalized child on life support. Heart rate, respiratory rate, and blood pressure were calculated at six time points surrounding a 15 minute live music therapy intervention and were compared to vital signs measured at the same time points in response to a 15 minute recorded music intervention. Caregivers of both groups were surveyed prior to and following the intervention to assess their beliefs in their role as caregivers in the hospital and provided with a follow up survey to further explore their responses to the intervention provided. Results indicated a significant effect for time and interaction for the live intervention group by positively lowering heart rate. Post-hoc analysis identified the difference occurred immediately following the intervention, 15 minutes following the intervention, and 45 following the intervention. Further, caregivers described the music intervention allowed them to positively interact with their hospitalized child while providing happy memories and feelings of comfort.
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    The effects of integrating the iPad® with academic music therapy interventions on engagement with children on the autism spectrum
    (Colorado State University. Libraries, 2016) Scully, Mary, author; LaGasse, A. Blythe, advisor; Knight, Andrew, committee member; Davalos, Deana, committee member
    The purpose of this study was to determine whether integrating the use of the iPad® with music therapy could enhance academic engagement in children on the autism spectrum. Academic environments and tasks are individualized on many levels. It is necessary to explore interventions that foster academic engagement while taking into consideration the importance of individualization, motivation, and novelty. Two individuals (one male, one female) on the autism spectrum were recruited to participate in sessions that examined the use of music therapy, the iPad®, and the combination on academic tasks. One participant practiced multiplication facts (times tables with factors zero to twelve). The other participant completed elapsed time exercises (calculating time passed given two time of day). Academic engagement was measured by two observers and scored in each of the four conditions and compared to suggest which condition is most appropriate to facilitate intervention. Scores were graphically displayed for comparison and inter rater reliability was determined. Though the iPad and music therapy condition yielded the highest scores for both participants, inter rater reliability resulted in a wide range. Suggestions of limitations and further research are discussed.
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    The effects of musical attention control training on attentional impairments of schizophrenia
    (Colorado State University. Libraries, 2018) Doty, Lindsey A., author; LaGasse, Blythe, advisor; Knight, Andrew, committee member; Hughes, Shannon, committee member
    Schizophrenia is a severe mental illness characterized by complex symptomatology and disabling psychotic symptoms including disturbing hallucinations and bizarre delusional ideation. Individuals with chronic schizophrenia also experience impairment of cognition. The impact of impaired cognitive functioning is significant in individuals with schizophrenia. Cognitive deficits such as attentional impairments are likely to persist even after treatment with medication and may be the primary cause of negative emotion, social dysfunction, and the inability to attain full and functional recovery. While research indicates that remediation of attentional impairments is difficult but possible, little is known about which methods of remediation are most effective. Music therapy has been determined to be a cost-effective and successful means of decreasing negative symptoms, psychosocial deficits, and promoting improvements in executive function related to schizophrenia. Additionally, some research indicates it may be effective in remediation of attentional impairment. Musical Attention Control Training (MACT) is a specific music therapy protocol which has been utilized to effectively train attention after traumatic brain injury, stroke, as well as with autism and dementia, and is thought to be likely to be helpful with other neurological disorders including schizophrenia. However, a limited amount of research has been published regarding the efficacy of therapeutic music in treating attention, and no research yet exists exploring the potential effect of MACT with individuals with schizophrenia. The purpose of this study was to gather initial data regarding the efficacy of MACT in improving attentional deficits of persons with schizophrenia through a pre- and post-test design. In addition, the researcher sought to answer the following research questions: 1) what are the effects of MACT on the attentional impairments of schizophrenia and 2) how do these structured therapeutic music experiences impact individual outlook and perception of the recovery process. Participants in this study were male adults with schizophrenia recruited from three forensic units of an inpatient psychiatric facility and who were randomly assigned to one of two groups: an experimental group (MACT, n = 9) and a control group (Treatment as Usual, n = 10). Participants assigned to the experimental group participated in five 30-minutes sessions occurring over a period of five consecutive days. Music interventions include structured improvisational and receptive exercises designed to target sustained attention. Data were collected both pre- and post-intervention through a questionnaire prepared by the researcher as well as through administration of the Montreal Cognitive Assessment (MoCA) by a licensed psychologist. An independent t-test of difference scores was conducted to compare the effect of MACT on attention. The results indicated no significant result of music on attention at the p < .05 level for the two conditions. Findings and application for future research is discussed.