AUTISM RESEARCH STUDY AT THE REBECCA CENTER

    International TIME-A Research Team in Bergen, Norway

AUTISM RESEARCH STUDY AT THE REBECCA CENTER  IN NEW YORK

  Do You Know a Child with Autism?

The Rebecca Center for Music Therapy at Molloy College is recruiting children with autism spectrum disorder (ASD) to participate in a research study investigating developmental trajectories and effectiveness of interventions. The main purpose of the study is to discover whether music therapy is an effective early intervention for children with ASD.

This study is the first well-controlled effectiveness study and largest randomized controlled trial on clinical interventions for autism to date. It is funded by the Research Council of Norway and builds upon a collaboration of seven countries worldwide. The Rebecca Center is the USA site for this study.

This study will include no-cost sessions and comprehensive diagnostic and cognitive assessments.

Who is Eligible?
• Children diagnosed with an autism spectrum disorder
• Between the ages of 4 and 7 years old
• Limited or no previous music therapy experience

The study is being conducted at The Rebecca Center for Music Therapy at Molloy College in Rockville Centre NY. If you have any questions or if you would like to consider your child to participate in the study, please contact Dr. John Carpente, Research Site Manager email: jcarpente@molloy.edu

Below are the collaborating countries and research site managers:

If you have any questions concerning the overall project please contact:

Principal investigator: Christian Gold (christian.gold@uni.no)

Project coordinator: Karin Mössler (karin.moessler@uni.no)

Questions related to the study protocol should be addressed to the Principal investigator or Monika Geretsegger:

Site manager Austria: Monika Geretsegger (monika.geretsegger@univie.ac.at)

Country specific questions and questions about participation in the study should be addressed to the particular site manager:

Site manager Australia: Grace […]

It is with great sorrow that I share with you the news…

It is with great sorrow that I share with you the news that Stanley I. Greenspan, M.D. died on April 27, 2010. Dr. Greenspan was the world’s foremost authority on clinical work with infants and young children with developmental and emotional difficulties. His work will continue to guide parents, professionals and researchers all over the world. He will be missed.

Thank you Dr. Greenspan for all of the knowlesge and wisdom that you have shared throughout the years. It was an honor and a privilage to be a part of your Weds afternoon clinical discussions/case conferences. Your work has, and will continue to influence my life as a  therapist, educator and most of all as a parent.

Thank you,

John

How do we facilitate back and forth interactions through a wide range of affects?

On behalf of The Rebecca Center for Music Therapy at Molloy College, I would like to thank all of our 400+ fans (on facebook) for following us as we continue this journey of improving the quality of life of children with autism through effective and cutting-edge music therapy interventions. We have been on a mission, and in essence creating a movement through educating and promoting humanistic and developmental interventions that promote initiative, creativity, and high regard for human relationships. We have come to the realization that autism is not a disorder of memory or a disorder of behavior (whatever that means)…it is a disorder of  RELATING AND COMMUNICATING (When I say communication, I mean functional and conversational back and forth signaling between 2 or more individuals- with the INTENT to express and idea, thought, etc.) So, if that’s the case, why is it that most children with autism are being treated with memory-based/behavioral interventions? why? why? why?

If communication and language are based on symbolism, abstract thinking and initiating ideas through a wide range of affects/emotion, how can we facilitate these skills through memorized responses using prompts? Does that make sense? How do you teach a child to initiate ideas if there always being prompted? How do we teach a child to formulate ideas and be symbolic if they are always being provided with the ideas in terms of always being “asked” to do something for something? (“say this,” “do that, ” “good job”) the answer, I feel, is very simple…: the same way we facilitate reciprocal interactions, symbolism and language in typical developing babies/children- through a continuous flow of back and forth interaction! That being said, when I say back and forth interaction I am not […]