Objective: -1) To test the hypothesis that the adjunctive music listening to standard care helps in treating depression. 2) To study the impact of a clinician-supervised music listening followed by home-based musical listening with standard care alone on the outcome of depression and anxiety in depressed individuals. Method: This is a Quasi-experimental study patients(44 male & 16 female)
done on a total sample size of 60
who were diagnosed as having depression(F32
mild,moderate,severe), bipolar(F31.3, F31.4,ICD- 10), Recurrent depressive disorder(F 33) .Duration of the study- one year. Patients were divided into 2 groups (A & B).Group A(30
patients)(adjunctive
music
listening
+
standard
care),Group
B(30
patients)(standard care alone) . Patients were interviewed with semi structured questionnaire comprising of socio-demographic details, MADRS(Montgomery-Asberg Depression Rating Scale)., HARS(Hamilton Anxiety Rating Scale), on day 0,10,30. Patients in groups A
received daily scheduled sessions of
investigator supervised
adjunctive music listening for a duration of 10 sessions(30 min.each), followed by(20 sessions) self administered home based music listening with standard care .Patients in group B were given standard care alone without adjunctive music listening Appropriate / suitable music tracks from various musical genres were selected in collaboration with a qualified music therapist. Results: Participants receiving music listening plus standard care showed greater improvement than those receiving standard care only in both depressive symptoms and anxiety symptoms. There was significant difference in MADRS score between music listening plus standard care group and standard care group( mean difference 8.6, 95% CI 5.921 to 11.278, p value 0.00177 ) . There was significant difference in HARS score between
music
listening plus standard care group and standard care group ( mean difference 3.033, 95% CI 0.7453 to 5.3206 p value <0.001). Poster 4: EFFECT OF MUSIC THERAPY ON SPONTANEOUS VOCALIZATION OF NONVERBAL CHILDREN WITH AUTISM AUTHOR: Dr. Amrita Panda Language proficiency as one of the determinants of verbal communication has long been aimed to consider planning interventions for children with autism. Children with Autism Spectrum Disorder (ASD) show severe impairment particularly in the area of language and communication, which is thought to result from difficulties with the perception of human speech, parsing words from the speech stream, or mapping words to objects or 67