Effectiveness of Active and Passive Participation in Music Therapy on Social Emotional Skills of ADHD Children

AIM To find the effect of active and passive participation in music therapy on social emotional skills of ADHD children (6-12years) OBJECTIVES To screen ADHD children by using Vanderbilt ADHD diagnostic teacher rating scale. To assess social and emotional skills of ADHD children. To compare the emotional and behavioural skills between active passive participation groups. METHODOLOGY Totally 30 subjects (15 in experimental group and 15 in control group) of age group of 6 to 12 years participated in current study. TEACHERS REPORT FORM AGES (6-18) is used for evaluation. TEACHER REPORT FORM is used for ADHD to assess academic competence, adaptive functioning, inattention hyperactivity-impulsivity, social problems, and thought problems, anxious and depressed. RESULTS reducing in social emotional skills problems, with regard to active and passive music therapy in occupational therapy. CONCLUSION Active and passive participation in music therapy has significant effect in reducing social and emotional problems in ADHD pupil.