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Sylvia I . Haering

University of the Arts Bremen, Music, Post-Doc

Università Roma Tre, Scienze Della Formazione, PHD Student

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Scientific Collaborator at the "We Dig It"-Project - University of Art Bremen, Germany (2021-present)
Scientific Collaborator at the FAMI-Project on the Improvement of Public Administration for people with a migrant background - University Roma Tre, Italy (2020-2021)
PhD in Educational Theory and Research - University Roma Tre, Italy
(2016-2020)
Master of Science in Health Studies in Music Therapy - IMC University of Applied Sciences Krems, Austria (2014-2016)
Master of Arts in Composition - Universität Mozarteum Salzburg, Austria (2009-2012)
Bachelor of Arts in Composition - Universität Mozarteum Salzburg, Austria (2006-2009)

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Papers by Sylvia I . Haering

Are music-based interventions a way to improve executive function in autism

by International Journal of Learning and Teaching and Sylvia I . Haering

International Journal of Learning and Teaching, 2018

Executi ve functions (EFs) pla y a vi tal part in planning and organising everyda y life, and the... more Executi ve functions (EFs) pla y a vi tal part in planning and organising everyda y life, and they a re di rectl y linked to tasks lik e problem sol ving and langua ge skills. Furthermore, weaknesses in EF a re frequent in indi viduals wi th autism spectrum disorders (ASDs). Since music thera py is gaining popula ri ty as a trea tment and educa tion technique wi th this popula tion, it seems important to examine i ts effects on EFs. This s tudy seeks to evalua te the potential of musi c-based interventions to influence EFs, and to dis cuss its value i n musi c thera py and s pecial educa tion resea rch. A total of 12 s tudies were included in the research. As mos t resea rch is focused on a cti ve music making in heal thy s ubjects , its effects on EF in a utism must be deduced a nd discussed based on the li tera ture. The findings of this study can contribute to open new pers pecti ves in music thera py research, and to crea te innova ti ve approa ches for children wi th ASD.

Teachers' Attitude towards Gifted Students and Gifted Education

Musicoterapia e Seconda Lingua

Giornata della Ricerca 2019 del Dipartimento di Scienze della Formazione, 2019

The Influence of Music Therapy on the Learning of a Second Language by Five- to Seven-Year-Old Children

WCE-2017 Proceedings, 2017

The objective of this study is to evaluate the influence of group-based music therapy interventio... more The objective of this study is to evaluate the influence of group-based music therapy interventions on the process of second-language learning by five-to seven-year-old children within a scholastic context. To measure the effect of music therapy on narrative speech and vocabulary, an eight-week experimental condition in which music therapy is applied in addition to normal language lessons will be compared to an eight-week control condition of regular language lessons. To increase the sample size, a within-subject design will be applied. The project is divided into two sub-projects: in one, English is taught to native Italian children; in the other, Italian is taught to children with a migrant background. The study will take place in Rome, Italy, with an estimated 80 children in each sub-project.

The Influence of Music Therapy on Language Skills in Refugee Children

Memorias; Universidad 2018: 11no. Congreso Internacional de Educación Superior (ART-015), 2018

This contribution presents a project targeting the use of music therapy in second language acquis... more This contribution presents a project targeting the use of music therapy in second language acquisition. The exploratory study will be conducted for a total of 3 months applying a cross-over design: one group starts with the experimental condition (music therapy and language lessons) and the other one with the control condition (language lessons only), after 6 weeks the groups switch. Thus, the first group begins with 6 weeks of experimental condition followed by another 6 weeks of control condition, while the second group starts as control group switching into the experimental condition after 6 weeks. The level of language skills will be measured by the HAVAS-5 before the experiment, after 6 weeks and after 12 weeks. Each group consists of 12 children with refugee background that arrived in Rome, Italy, during the last year. The experiment will be performed in cooperation with the Centro Astalli, an organization occupied with the reception and inclusion of refugees. It is prevised that the experimental condition will have the greater gain in linguistic abilities compared to the control condition, and long-term effects need to be considered.

The influence of music-based interventions on cognitive abilities of people with dementia as measured by the MMSE

Are music-based interventions a way to improve executive function in autism?

Executive functions (EFs) play a vital part in planning and organising everyday life, and they ar... more Executive functions (EFs) play a vital part in planning and organising everyday life, and they are directly linked to tasks like problem solving and language skills. Furthermore, weaknesses in EF are frequent in individuals with autism spectrum disorders (ASDs). Since music therapy is gaining popularity as a treatment and education technique with this population, it seems important to examine its effects on EFs. This study seeks to evaluate the potential of music-based interventions to influence EFs, and to discuss its value in music therapy and special education research. A total of 12 studies were included in the research. As most research is focused on active music making in healthy subjects , its effects on EF in autism must be deduced and discussed based on the literature. The findings of this study can contribute to open new perspectives in music therapy research, and to create innovative approaches for children with ASD.

The Social Responsiveness Scale (SRS) in the Valuation of Social Skills in Music and Music Therapy research: A literature review

This literature review seeks to find out, if the Social Responsiveness Scale (SRS) could be a use... more This literature review seeks to find out, if the Social Responsiveness Scale (SRS) could be a useful instrument in an inclusive scholastic context when music therapy-based interventions are applied. The aim is to compare studies in which the SRS is a used to measure the impact of music-based interventions, and to deduce its usability in an inclusive scholastic context. A literature research on the databases RomaTreDiscovery, Science Direct, Google Scholar, PubMed, and Cochrane is conducted the 28.07.2017 and the 08.08.2017 using the keywords " social responsiveness scale " , " autism " , and " music ". The following inclusion criteria are applied: the studies are either randomized controlled trials (RCT) or controlled trials (CT), use the SRS as outcome measure, utilize a music-based intervention, and target a population of children or adolescents with ASD. During the literature research 11 studies were identified, based on title and abstract. After studying the full articles 4 met the inclusion criteria (Bhatara et al., 2009; Geretsegger et al., 2012; La Gasse, 2014; Thompson, McFerran & Gold, 2013). An analysis aiming on the type of the music intervention, the population, and the frequency of interventions is conducted. Since the number of studies that met the inclusion criteria is rather small, there is only little evidence from this research. Since the SRS seems to be a useful tool confronting the influence of music on social skills in children and adolescents, it might be applicable to measure the impact of music therapy in an inclusive classroom.

Are music-based interventions a way to improve executive function in autism

by International Journal of Learning and Teaching and Sylvia I . Haering

International Journal of Learning and Teaching, 2018

Executi ve functions (EFs) pla y a vi tal part in planning and organising everyda y life, and the... more Executi ve functions (EFs) pla y a vi tal part in planning and organising everyda y life, and they a re di rectl y linked to tasks lik e problem sol ving and langua ge skills. Furthermore, weaknesses in EF a re frequent in indi viduals wi th autism spectrum disorders (ASDs). Since music thera py is gaining popula ri ty as a trea tment and educa tion technique wi th this popula tion, it seems important to examine i ts effects on EFs. This s tudy seeks to evalua te the potential of musi c-based interventions to influence EFs, and to dis cuss its value i n musi c thera py and s pecial educa tion resea rch. A total of 12 s tudies were included in the research. As mos t resea rch is focused on a cti ve music making in heal thy s ubjects , its effects on EF in a utism must be deduced a nd discussed based on the li tera ture. The findings of this study can contribute to open new pers pecti ves in music thera py research, and to crea te innova ti ve approa ches for children wi th ASD.

Teachers' Attitude towards Gifted Students and Gifted Education

Musicoterapia e Seconda Lingua

Giornata della Ricerca 2019 del Dipartimento di Scienze della Formazione, 2019

The Influence of Music Therapy on the Learning of a Second Language by Five- to Seven-Year-Old Children

WCE-2017 Proceedings, 2017

The objective of this study is to evaluate the influence of group-based music therapy interventio... more The objective of this study is to evaluate the influence of group-based music therapy interventions on the process of second-language learning by five-to seven-year-old children within a scholastic context. To measure the effect of music therapy on narrative speech and vocabulary, an eight-week experimental condition in which music therapy is applied in addition to normal language lessons will be compared to an eight-week control condition of regular language lessons. To increase the sample size, a within-subject design will be applied. The project is divided into two sub-projects: in one, English is taught to native Italian children; in the other, Italian is taught to children with a migrant background. The study will take place in Rome, Italy, with an estimated 80 children in each sub-project.

The Influence of Music Therapy on Language Skills in Refugee Children

Memorias; Universidad 2018: 11no. Congreso Internacional de Educación Superior (ART-015), 2018

This contribution presents a project targeting the use of music therapy in second language acquis... more This contribution presents a project targeting the use of music therapy in second language acquisition. The exploratory study will be conducted for a total of 3 months applying a cross-over design: one group starts with the experimental condition (music therapy and language lessons) and the other one with the control condition (language lessons only), after 6 weeks the groups switch. Thus, the first group begins with 6 weeks of experimental condition followed by another 6 weeks of control condition, while the second group starts as control group switching into the experimental condition after 6 weeks. The level of language skills will be measured by the HAVAS-5 before the experiment, after 6 weeks and after 12 weeks. Each group consists of 12 children with refugee background that arrived in Rome, Italy, during the last year. The experiment will be performed in cooperation with the Centro Astalli, an organization occupied with the reception and inclusion of refugees. It is prevised that the experimental condition will have the greater gain in linguistic abilities compared to the control condition, and long-term effects need to be considered.

The influence of music-based interventions on cognitive abilities of people with dementia as measured by the MMSE

Are music-based interventions a way to improve executive function in autism?

Executive functions (EFs) play a vital part in planning and organising everyday life, and they ar... more Executive functions (EFs) play a vital part in planning and organising everyday life, and they are directly linked to tasks like problem solving and language skills. Furthermore, weaknesses in EF are frequent in individuals with autism spectrum disorders (ASDs). Since music therapy is gaining popularity as a treatment and education technique with this population, it seems important to examine its effects on EFs. This study seeks to evaluate the potential of music-based interventions to influence EFs, and to discuss its value in music therapy and special education research. A total of 12 studies were included in the research. As most research is focused on active music making in healthy subjects , its effects on EF in autism must be deduced and discussed based on the literature. The findings of this study can contribute to open new perspectives in music therapy research, and to create innovative approaches for children with ASD.

The Social Responsiveness Scale (SRS) in the Valuation of Social Skills in Music and Music Therapy research: A literature review

This literature review seeks to find out, if the Social Responsiveness Scale (SRS) could be a use... more This literature review seeks to find out, if the Social Responsiveness Scale (SRS) could be a useful instrument in an inclusive scholastic context when music therapy-based interventions are applied. The aim is to compare studies in which the SRS is a used to measure the impact of music-based interventions, and to deduce its usability in an inclusive scholastic context. A literature research on the databases RomaTreDiscovery, Science Direct, Google Scholar, PubMed, and Cochrane is conducted the 28.07.2017 and the 08.08.2017 using the keywords " social responsiveness scale " , " autism " , and " music ". The following inclusion criteria are applied: the studies are either randomized controlled trials (RCT) or controlled trials (CT), use the SRS as outcome measure, utilize a music-based intervention, and target a population of children or adolescents with ASD. During the literature research 11 studies were identified, based on title and abstract. After studying the full articles 4 met the inclusion criteria (Bhatara et al., 2009; Geretsegger et al., 2012; La Gasse, 2014; Thompson, McFerran & Gold, 2013). An analysis aiming on the type of the music intervention, the population, and the frequency of interventions is conducted. Since the number of studies that met the inclusion criteria is rather small, there is only little evidence from this research. Since the SRS seems to be a useful tool confronting the influence of music on social skills in children and adolescents, it might be applicable to measure the impact of music therapy in an inclusive classroom.