Abstract

Cognitive Drumming: Using Rhythm as a Therapeutic Technique with Individuals Diagnosed with Learning Disabilities

Current clinical research indicates that cognitive drumming accelerates physical healing, boosts the immune system, and produces feelings of well-being through the release of emotional trauma. Therefore, the purpose of this study was to explore how cognitive drumming and specific teaching methods could help children adolescents, and adults with learning disabilities to develop improved coordination, retention, fine motor skills, and physical and cognitive functioning. The authors completed a practical action research study that evaluated the methods and techniques of cognitive drumming in order to examine the effects on the development of coordination, retention, social skills, and physical and cognitive functioning on children and adolescents. The authors completed three different studies with the first study aiming to evaluate the effects of cognitive drumming on two teenage boys with various extended disabilities, the second study aimed to develop coordination, retention, physical and cognitive functioning, and social skill interaction amongst four male adults who were between the ages of 30 and 55 and were introduced to the modalities of cognitive drumming in a recreation center located in New Jersey for 30 minutes per week for four consecutive weeks. The third and final study focused on cognitive drumming and its specific teaching methods that could help children with dyslexia and Attention Deficit Disorder (ADD) to better develop coordination, retention, fine motor skills, while improving physical and cognitive functioning. The results of the study were extremely promising for the use of cognitive drumming. As an appropriate alternative therapy for the treatment of dyslexia and ADD and has proven beneficial for mentally challenged individuals in both pediatric and adult populations. Implications and recommendations for future studies are also discussed.

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