The Musical Provocative As A Therapeutic Possibility Related To Development Of Language In The Rubinstein Taybi Syndrome | 106668
Journal of Neurology & Neurophysiology
Like us on:
Our Group organises 3000+ Global Conferenceseries Events every year across USA, Europe & Asia with support from 1000 more scientific Societies and Publishes 700+ Open Access Journals which contains over 50000 eminent personalities, reputed scientists as editorial board members.
The musical provocative as a therapeutic possibility related to development of language in the Rubinstein Taybi syndrome
Joint Event on 32nd European Neurology Congress & 12th International Conference on Vascular Dementia
Leila Veronica da C. Albuquerque, Emerson J. Morais, Yasmin Ingrid S. Oliveira, Giovana B. de Melo Rios, Caroline de O. Viana, Nelson M. Albuquerque,Gabriel Jose G. Quirino, Jose Eduardo R. Honorio Junior, Ana Vitoria A. de Castro and Gislei F. Aragao
The current work presents an experience report which used musical provocative as a music therapy technique in a
four-year-old with the genetic syndrome Rubinstein Taybi. This condition is characterized by thumbs, nose and
face malformations, as well as several respiratory, digestive and speech difficulties. Furthermore, it includes variable
mental retardation. The incidence of this syndrome is relatively rare, but it has been increasing through the recent
years. The music therapy is a multidisciplinary approach based on the basic elements of songs, which are melody,
harmony, rhythm and sound, destined to encourage impaired skills development or recovery and restore health. The
aim of this study was applying the provocative musical technique in the situation of expressive language and genetic
oral motricity impairments. The approach consisted in using sound, rhythm, melody and harmony with the purpose
to initiate a part of a song known by the patient for them to feel compelled to continue it. The reactions were analyzed
by the scale IMTAP (Individualized Music Therapy Assessment profile), designed to estimate the therapeutic
possibility. The authors who mostly supported this study were Lia Rejane and Kenneth Bruscia. Rejane???s foundation
on musical theory was based on Gestalt therapy. Besides, Bruscia studied musical development in childhood.
Other researches who also contributed to this technique were Pavlov, with his feedback theory in response to the
environmental stimulus, and Bluma Zeigarnik, with the comprehension of unfinished activities memorization. It
was verified, as a result, improvements in oral motricity, expressive communication and social interaction related to
children. The importance of this report is to present new therapeutic alternatives and to enlarge the music therapy
performance spectrum in the development of cognitive and verbal functions.
Leila Verônica da C. Albuquerque has completed a medical course at the Federal University of Ceará (UFC) 30 years ago and obtained a master's degree in Medical Sciences from the University of Fortaleza (UNIFOR). She has a post-graduate degree in Music Therapy from the Faculdade Padre Dourado (FACPED). Currently, she is a preceptor of pediatric at the Hospital Infantil Albert Sabin and works as a collaborator in the group of studies in Neuroinflammation and Neurotoxicology in Autism (GENIT) and in medicine course at State University of Ceará. At the moment she began specialization in Autism by Unichristus University.