Browsing by Subject "musiikki-interventio"

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  • Fontell, Noora (Helsingin yliopisto, 2018)
    Infants born preterm (< 37 gestational weeks) or with low birth weight (< 2500 g) have an increased risk of cognitive, language and motor difficulties. Preterm infants’ later development can be compromised by premature birth and early environmental factors. First weeks of life at a hospital provides non-optimal environment for the development of preterm infants’ senses and infants and parents interaction. To alleviate potential developmental deficits, preterm infants’ development and parent-infant interaction are supported by kangaroo care (infant on skin-to-skin contact at parent’s chest) and music interventions which have been shown to improve infants’ physiological responses and alleviate parents stress. Kangaroo care is further reported to improve infants’ cognitive development. Preliminary findings show that combining kangaroo care with music can improve some of preterm infants’ physiological responses and reduce maternal stress. However, effects of combining kangaroo care and music have not been yet studied. The aim of this study was to examine if parental singing during kangaroo care can promote preterm infants’ cognitive, language, or motor development at 2–3 years of corrected age. Additionally, it was examined if language and music activities at home had an effect on preterm infants’ cognitive or language development. During their hospital stay parents of the experiment group (N=20) were instructed to sing or hum to their child during kangaroo care and the parents of the control group (N=11) were instructed to provide kangaroo care but with no instructions regarding sound environment. The cognitive, language and motor development of the preterm infants was assessed with Bayley Scales of Infant and Toddler Development III (Bayley-III) in 2–3 years of age. Singing during kangaroo care had no effect on preterm infants’ development at 2-3 years of corrected age as assessed by Bayley-III. However, the more there were language and music activities at home at the time of the follow-up as reported by the parents, the better was the cognitive and language performance. Based on this study, parents can be encouraged to support their preterm born child’s language and cognitive development with joint language and music activities.
  • Pilli, Reea (Helsingin yliopisto, 2021)
    Tiivistelmä - Referat - Abstract Objectives. There is evidence on deficits in production and/or perception of word stress or its acoustic correlates in hearing impaired children. Previous research has shown that there might be beneficial effects of music and singing to perception of word stress or its acoustic correlates in hearing impaired children. Because good perception of word stress is linked to good language abilities, better perception of word stress may support language development in hearing-impaired children. Seemingly, there is no previous research on the development of production of word stress during music intervention in hearing impaired children. There is also a lack of studies comparing hearing impaired children with cochlear implants (CI) and hearing-impaired children with hearing aids (HA) in their development of production and perception of word stress. The aim of this study was to examine how music intervention and singing at home are linked to the production and perception of word stress or its acoustic correlates in hearing-impaired children with bilateral cochlear implants (CI) and/or hearing aids (HA). This pilot study is a part of MULAPAPU research project which aims to study the effects of music and singing to perception and production of language in children aged from 0 to 7 years. Methods. The participating children (n=16) with bilateral CIs and/or HAs were aged from 2 to 7 years. They were grouped based on their hearing devices (children with bilateral CI and children with bilateral HAs or unilateral CI and contralateral HA). Other groups were made based on their signing at home (singers and non-singers). Non-word repetition-task invented in MULAPAPU research project was used to test the production of word stress. The perception of word stress and its acoustic correlates (pitch, intensity, duration) were assessed with previously used non-word /tata/-task. The children were tested before music intervention (T1) and after music intervention (T2). Results and conclusions. Only children with CIs improved in their production of word stress during music intervention. Overall, age was linked to the production of word stress but not the perception of word stress. Closer analysis showed a significant link between age and the development of production of word stress in hearing impaired children with HAs. Higher age was also linked to better development of perception of duration in children with CIs, and poorer development of perception of word stress in children with HAs. There were no significant differences between singers and non-singers in development of the production or the perception of word stress. However, more singers than non-singers improved their performance during music intervention. It seems that singing, and music intervention could be a valuable asset on rehabilitation of hearing-impaired children.
  • Katainen, Sallamari (Helsingin yliopisto, 2021)
    Kuulovamma on riski lapsen sanaston kehitykselle. Sanaston kehitystä voidaan arvioida sanojen määrän lisäksi nimeämisen taidoilla. Musiikin harjoittelun on todettu parantavan lasten kielellistä kehitystä, myös sanaston kasvua. Ohjatun musiikki-intervention yhteyttä kuulovammaisten lasten sanaston kasvuun ja nimeämiseen ei ole aiemmin tutkittu. Tämän pro gradu -tutkielman tarkoituksena on selvittää lasten sanastoa mittaavien vanhemmille suunnatun kyselyn ja nimeämistehtävän välistä yhteyttä, miten näillä mitattuna kuulovammaisten lasten sanasto kehittyy ohjatun ja tavoitteellisen musiikki-intervention aikana, ja miten tutkittavien taustatekijät ovat yhteydessä kehitykseen. Lisäksi tarkastellaan, eroaako sanaston ja nimeämisen kehitys enemmän tai vähemmän lapsilleen laulavien vanhempien lapsilla. Tutkielma on osa MULAPAPU-hanketta, jossa tutkitaan CIsumusa-puhemuskarin vaikutuksia 0–7-vuotiaiden kuulovammaisten lasten kielenkehitykseen. Tutkittavat (n=14) olivat 2–6-vuotiaita, suomenkielisiä, bilateraalisesti kuulovammaisia lapsia, joilla ei ollut kuulovamman lisäksi muita vammoja, ja jotka olivat osallistuneet CIsumusa-puhemuskariin vuosina 2019–2020. Tutkittavilla oli käytössään kuulokojeet, sisäkorvaistutteet tai molemmat. Sanaston kehitystä arvioitiin vanhemmille suunnatun LEINIKKI-menetelmän sanastopisteillä ja sanastoon liittyvää nimeämistä arvioitiin Bo Ege -sanaston käytön testillä. Arviointi toteutettiin ennen musiikki-interventiota (T1) ja sen jälkeen (T2). Aineisto analysoitiin tilastollisin menetelmin. LEINIKKI-menetelmän sanastopisteet ja Bo Ege -testi olivat tilastollisesti merkitsevästi yhteydessä toisiinsa, joten ne todennäköisesti mittaavat samaa asiaa eli lasten sanastoa. Tutkittavien sanasto kasvoi musiikki-intervention aikana. Vaikeampi kuulovamma oli yhteydessä parempaan nimeämiseen ennen musiikki-interventiota ja sen jälkeen. Sisäkorvaistutetta käyttävien lasten nimeäminen oli musiikki-intervention jälkeen parempaa kuin kuulokojetta käyttävien lasten. Äidin korkeampi koulutus oli yhteydessä lasten suoriutumiseen Bo Ege -nimeämistehtävässä ennen musiikki-interventiota ja kehitykseen sen aikana. Lasten, joiden vanhemmat lauloivat paljon lapsilleen, sanaston koon ja nimeämisen pisteiden keskiarvot nousivat enemmän kuin lasten, joiden vanhemmat lauloivat heille vähän. Musiikki-interventio vaikuttaa tulosten perusteella olevan toimiva kuntoutusmuoto kuulovammaisten lasten sanaston kehitykseen.
  • Rantsi, Anne (Helsingin yliopisto, 2021)
    Objectives. This Master’s Thesis is part of the MULAPAPU (Miten MUsiikki-interventio ja LAulu PArantavat kuulovammaisten lasten Puhekieltä) research project and focuses on the first year pilot data. The aim of this Masters Thesis is to find out whether a music intervention of 6 or 10 weeks has an effect on how hearing-impaired children aged 2 to 6 years perform in a nonword repetition test, in repeating the number of syllables and word stresses correct as well as on their performance in the vocabulary use test. In addition, the aim is to examine whether music intervention has similar effects both on the performance in the nonword repetition test and in the vocabulary test and whether there is a correlation between them. Methods. The sample consisted of the results of 9 children using cochlear implant and/or hearing aid in the nonword repetition test and the Bo Ege vocabulary test. Four of the children participated in the music intervention in the autumn 2019 and five in the spring 2020. The effects of the intervention were analyzed by calculating percentages and averages which were presented in figures. The performance of both groups before and after the intervention was analyzed with one-sample t-test. Possible differences between the spring and autumn group on the effectiveness of the intervention were examined with the Mann-Whitney U-test. The Spearman correlation coefficient was used to examine whether music intervention has similar effects both on the performance in the nonword repetition test and in the vocabulary use test and whether there is a correlation between them. Results and conclusions. The research results show that the use of vocabulary was improved by the music intervention but no evidence was found that music intervention would improve repeating syllables or word stresses correct. No statistically significant difference was found in the performance of the autumn and spring group. When examining whether the music intervention has similar effects both on the performance in the nonword repetition test and in the vocabulary use test and whether there is a correlation between them, no significant correlation was identified. Due to the small number of the research subjects, further research is needed to draw reliable conclusions.
  • Eerikäinen, Tiiti (Helsingin yliopisto, 2021)
    Objectives. Hearing impaired (HI) children have been found to perform more poorly in tasks measuring semantic verbal fluency compared to normal hearing peers. Music activities are known to have a positive connection to the word finding skills in HI-children. However, there has not been yet studies to find out whether organized music activities have an effect on semantic verbal fluency skills in young HI children. The purpose of this study was to determine how the number of accepted words in semantic verbal fluency task develops during a music intervention in HI-children and whether background variables (age, mother’s education and hearing device) affect development. There was also a desire to find out the effect of singing at home on the development of verbal fluency task. In addition, it was examined whether the word retrieval strategies change during the music intervention and whether they are influenced by background variables. Methods. The participants (n = 15) were HI-children aged 2–6 years. Participants were divided into non-singers and singers based how much their parents sang at home. Verbal fluency (VF) and verbal fluency strategies were measured with two semantic VF tasks (animals and clothes). Tests were performed before (T1) and after (T2) the children participated in CIsumusa music intervention, organized by LapCi ry. The results were analyzed by statistical methods. Results and conclusions. The participants developed in verbal fluency task during the music intervention in both animal and clothing categories. Higher age was strongly associated with better development in both categories. Mother’s education was related to development in the animal task. Children of non-singers developed during the music intervention, but children of singers did not. However, children of singers performed better at T1 compared to children of non-singers. In a group of all participants the number of clusters increased during the music intervention in both animal and clothing tasks and the cluster size increased in the clothing task. Higher age was associated with an increase in the number of clusters, but not in cluster size. Based on the results, the music intervention was able to improve VF of children who performed poorly before the intervention. The results suggest that if there is no singing or musical activity at home, out-of-home music activities that include singing can improve VF. Singing at home and music interventions can be recommended to children with HI.
  • Meriläinen, Jaana (Helsingin yliopisto, 2017)
    Developmental dyslexia is a heritable learning disorder which according to the predominant theories has its core problems in the processing of speech sounds. Auditory processing deficits have been found in dyslexics and in infants with a genetic risk for dyslexia. It has been shown that infants with a genetic risk for dyslexia have attenuated or more right-hemispheric lateralized auditory event-related potentials (ERPs) to changes in speech stimuli compared to infants with no genetic risk. It has been shown that interventions can ameliorate the reading and writing skills of dyslexics and concurrently influence their ERPs. The aim of the present study was to find out if an early musical intervention can ameliorate the auditory processing skills in infants. Altogether 58 infants with a genetic risk for dyslexia were assigned to three groups where one group listened to vocal music, second group listened to instrumental versions of the same music and the third one was a control group with no intervention. After six months of intervention, auditory ERPs of the infants were recorded while the infants were presented with a repetitive pseudoword /tata/ with random infrequent duration, frequency, or vowel changes in the latter syllable. It was also studied if the ERPs were correlated with the amount of music played during the intervention or with the parents' evaluations of their infant's degree of prelinguistic development. The groups differed from each other in the auditory processing of the repetitive standard sound so that in the control group the ERPs had a different hemispheric pattern compared to the intervention groups and the repetitive sound was processed faster in the control group than in the instrumental group. It was also found that the hemispheric pattern of the ERPs for the vowel changes was different in the instrumental intervention group compared to the other groups. The parents' evaluations of the prelinguistic development of their infant were correlated with the ERPs so that the ERPs to the repetitive standard stimuli were enhanced and reached their peak earlier in the infants who were evaluated to be more mature in their prelinguistic development. According to the results, the ERPs for the repetitive sounds are correlated with children's linguistic development and an early musical intervention can modify the neural network processing speech sounds in infants with a genetic risk for dyslexia. In the future, it should be followed if these intervention effects on brain functions also enhance the linguistic development of the children and it should be also explored how other parts of the auditory environment of the children besides the intervention have possibly affected their auditory skills.