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• Exploring The Long-Term Impact of Music Therapy on Individuals with Intellectual Disabilities: A Comprehensive Narrative Review

  Loredana Muntean

  Laura Nicoleta Bochiş

  Views:

  121

  This narrative review examines the long-term effects of music therapy on individuals with intellectual disabilities (ID), including those with comorbid conditions. A systematic search of Scopus and Web of Science identified 684 records, with empirical studies meeting strict longitudinal and methodological criteria retained. The review is structured around five key dimensions: (1) participant characteristics, including ID severity and co-occurring conditions; (2) research designs and methodologies; (3) types of music therapy interventions and their comparative long-term efficacy; (4) targeted cognitive, emotional, and social abilities; and (5) the overall long-term effectiveness of music therapy. Additionally, the review investigates contextual variables and processes of change, offering a nuanced perspective on the long-term impact of music therapy. Findings reveal significant gaps in the literature, particularly the scarcity of longitudinal and follow-up studies, thereby limiting conclusive insights into sustained benefits. This review underscores the pressing need for robust, long-term research to strengthen the evidence base and optimize the use of music therapy in clinical and educational settings. Such efforts are essential for enhancing cognitive functioning, emotional regulation, social interaction, and overall well-being among individuals with ID.

• Reality or Illusion? A Scientific Focused Examination of Pathological Expectation Avoidance, or PDA, Based on Domestic Literature

  187-194

  Gergő Vida

  Ádám Dabrowsky

  Views:

  365

  Pathological Demand Avoidance (PDA) is a behavioural pattern that, based on available descriptions, can manifest itself in extreme, anxiety-ridden resistance to expectations and oppositional behaviour. In terms of its described "symptoms," it may overlap with many areas of autism spectrum disorder, which is why it became the focus of our study, as PDA is not part of the official diagnostic systems (DSM-5, ICD-11) and is therefore often confused with other disorders, primarily autism, oppositional defiant disorder, or ADHD, and its indiscriminate use can be particularly misleading. This kind of confusion or potential misinterpretation not only causes diagnostic problems but can also hinder the development of appropriate educational and therapeutic interventions for those affected. Based on the principles of inclusive education, every student has the right to support tailored to their individual needs. However, PDA currently falls outside the categories of special education and psychological care, so children are believed to be affected, and their families are often marginalised or may not receive adequate diagnosis-based intervention until later. This study argues that a scientific approach to PDA, its recognition and interpretation, is not only an ethical issue but can also be understood from the perspective of fairness, pedagogical flexibility, and social inclusion. Based on our findings, it can be argued that the "diagnosis" of PDA should be the subject of scientific research. The aim of this study is to analyse the findings of available sources to determine what we can understand by PDA and how it can be considered as a separate behavioural profile type.