Background According to the “Diagnostic and statistical manual of mental disorders” (IV° edition, 2000), the core features of the autistic spectrum disorders are, among the others, the impairment in social interaction and impairment in communication. In the last 15 years, the evidences underline the importance of early intervention and the role of education to provide multi-modal sensory-based and exploratory approach (Peters & Forlin, 2011). In the therapeutic field and in the educative one, three kinds of the application of music with and for children with autism can be identified: a) music to facilitate the communication with children, b) to foster social skills and c) to modulate the behaviour (Simpson & Keen, 2011). Aims This abstract describes a research hypothesis on the early infancy inter-subjectivity and the body in interaction with the MIROR Platform as two common features between the autistic spectrum disorders and the MIROR Platform. Main contribution Among the several indicators from neuroscience’ studies on autistic spectrum disorders some focus on sensory processing difficulties and social interaction difficulties, suggesting some educational interventions to provide hand/eye co-ordination and gaze contact, non-verbal play, gesturing, imitation and developing joint attention (Peters & Forlin, 2011). The MIROR platform, defined by Addessi (2014) as an innovative system to enhance music creativity in composition and improvisation for children, is based on the reflexive interaction paradigm. The interaction between the child and the MIROR platform is founded on element similar to ones of the human communication and interaction specifically in the early months of life. The primary inter-subjectivity develops generally between 7th-9th month and it is characterized by orientation to the stimuli (visual and auditory), the attention, the ability to understand the turn-taking and the integration of multimodal aspects. Implications As the previous studies describe (Addessi, 2014, 2015), the MIROR Platform can be used in the daily musical activities from the kindergarten to primary school with or without the teacher. The goal of this theoretical research is to deepen the inclusive potential of the MIROR Platform to develop an educative practice in which the MIROR platform acts as music device that is “medium” in the child-object-adult relation.

The inter-subjectivity and the inter-acting body as common features between the autistic spectrum disorders and the MIROR Platform

Addessi A. R.
2019

Abstract

Background According to the “Diagnostic and statistical manual of mental disorders” (IV° edition, 2000), the core features of the autistic spectrum disorders are, among the others, the impairment in social interaction and impairment in communication. In the last 15 years, the evidences underline the importance of early intervention and the role of education to provide multi-modal sensory-based and exploratory approach (Peters & Forlin, 2011). In the therapeutic field and in the educative one, three kinds of the application of music with and for children with autism can be identified: a) music to facilitate the communication with children, b) to foster social skills and c) to modulate the behaviour (Simpson & Keen, 2011). Aims This abstract describes a research hypothesis on the early infancy inter-subjectivity and the body in interaction with the MIROR Platform as two common features between the autistic spectrum disorders and the MIROR Platform. Main contribution Among the several indicators from neuroscience’ studies on autistic spectrum disorders some focus on sensory processing difficulties and social interaction difficulties, suggesting some educational interventions to provide hand/eye co-ordination and gaze contact, non-verbal play, gesturing, imitation and developing joint attention (Peters & Forlin, 2011). The MIROR platform, defined by Addessi (2014) as an innovative system to enhance music creativity in composition and improvisation for children, is based on the reflexive interaction paradigm. The interaction between the child and the MIROR platform is founded on element similar to ones of the human communication and interaction specifically in the early months of life. The primary inter-subjectivity develops generally between 7th-9th month and it is characterized by orientation to the stimuli (visual and auditory), the attention, the ability to understand the turn-taking and the integration of multimodal aspects. Implications As the previous studies describe (Addessi, 2014, 2015), the MIROR Platform can be used in the daily musical activities from the kindergarten to primary school with or without the teacher. The goal of this theoretical research is to deepen the inclusive potential of the MIROR Platform to develop an educative practice in which the MIROR platform acts as music device that is “medium” in the child-object-adult relation.
MERYC2019. Counterpoints of the Senses. Bodily Experiences in Musical Learning. MERYC Book of Abstracts
95
96
Ferrari L., Addessi A.R.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11585/683919
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