Peer-reviewed article
The role of embodied musical engagement in enhancing non-cognitive skills and rehabilitation outcomes in children with special needs.
Lu Y, Viladot L, Chen X, Fan Y, Yuan J ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how musical engagement combined with movement (embodied musical engagement) affects children with special needs, including those with autism, ADHD, and intellectual disabilities. The researchers measured 294 children and used statistical modeling to test whether music improved rehabilitation outcomes both directly and by enhancing non-cognitive skills like attention control and emotion regulation. The results showed that musical engagement significantly improved rehabilitation performance and non-cognitive skills, with non-cognitive skills partly explaining how music helped children progress.
Key points
- Embodied musical engagement had a significant direct effect on rehabilitation performance (β = 0.527, p < 0.001)
- Musical engagement strongly improved non-cognitive skills including attention control, emotion regulation, task persistence, and cooperative behavior (β = 0.755, p < 0.001)
- Non-cognitive skills accounted for 34.3% of the total positive effect of music on rehabilitation
- The study included 294 children (68.7% male; largest age group 7-9 years)
- Findings apply to children with autism, ADHD, and intellectual disabilities
Limitations
The document does not specify which countries the study was conducted in or provide details on the comparison or control conditions used. It does not clarify the specific types of rehabilitation outcomes measured or the duration of the musical intervention.
Abstract
This study explores the impact of embodied musical engagement on non-cognitive skills and rehabilitation outcomes in children with special needs. A sample of 294 children was recruited (68.7% male; largest age subgroup: 7-9 years, 33.7%) for this investigation. Using Structural Equation Modeling (SEM), the study examined the direct effects of musical engagement on rehabilitation performance and the mediating role of non-cognitive skills-such as attention control, emotion regulation, task persistence, and cooperative behavior. Results revealed that embodied musical engagement had a significant direct effect on rehabilitation performance (β = 0.527, p < 0.001) and a robust positive influence on non-cognitive skills (β = 0.755, p < 0.001). Mediation analysis confirmed a partial mediation effect, with non-cognitive skills accounting for 34.3% of the total effect (Indirect Effect = 0.275, 95% CI [0.181, 0.376]). This research provides new theoretical insights and empirical evidence for music-based interventions offering practical guidance for the rehabilitation of children with special needs, particularly in the contexts of ASD, ADHD, and intellectual disabilities.