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Annals of Psychiatry and Mental Health

Dance Therapy for Children and Adults with Autism Spectrum Disorder or other Developmental Disability: Literature Review of Present Research

Review Article | Open Access

  • 1. Department of Internal Medicine, Yale University School of Medicine, USA
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Corresponding Authors
Jadry Gruen, Department of Internal Medicine, Yale University School of Medicine, 789 Howard Avenue, New Haven, CT 06510, USA, Tel: 203-764-0235
Abstract

While Autism Spectrum Disorder (ASD) is generally characterized by social deficits, it is in fact a multifaceted condition that affects social, motor and neurologic function. Furthermore, it affects each individual and his/her social construct differently. As such, there is no single treatment for ASD, and multiple therapeutic modalities are often used simultaneously. Dance has emerged as a supplemental therapy for those with ASD, and it is beginning to appear in the autism literature. This article examines the available research pertaining to dance therapy for adults and children with ASD or other developmental disability. Though there is scant case-based research on the topic, the existing evidence shows reduction of stereotyped and repetitive behaviors and improvement in motor control, emotional and psychological wellbeing, and social and cognitive function.

Citation

Gruen J (2018) Dance Therapy for Children and Adults with Autism Spectrum Disorder or other Developmental Disability: Literature Review of Present Research. Ann Psychiatry Ment Health 6(3): 1137.

Keywords

•    Dance movement therapy
•    Autistic
•    Art therapy

ABBREVIATIONS

ASD: Autism Spectrum Disorder; DMT: Dance Movement Therapy

INTRODUCTION

The first diagnostic criterion for Autism Spectrum Disorder (ASD) is the presence of persistent deficits in social-emotional reciprocity, nonverbal communication, and relationship development [1]. The second criterion is characterized by restricted, repetitive patterns of behavior, such as stereotyped movements (echolalia, hand flapping, or hand wringing), insistence on sameness, and hyper- or hypo-reactivity to sensory input [1]. Given these criteria, it makes sense that current mainstay therapy for ASD focuses on teaching social skills and minimizing maladaptive behavior [2-4]. Some of the most common therapies – including Applied Behavior Analysis (ABA), Picture Exchange Communication Systems (PECS), and Teaching and Education of Autistic and related Communication Handicapped Children (TEACHH) – primarily use cognitive approaches to detect and correct social and behavioral deficits [5]. The incidence of ASD has been on the rise, and this growth has highlighted the true diversity of people living with developmental disability [6]. Concurrently, a growing abundance of therapeutic options reflects the needs and wants of this heterogeneous population [4].

Some of these therapies focus not on primary social deficits of ASD and developmental disabilities, but instead on secondary deficiencies such as impaired motor skills and coordination [1]. Physical impairments, including difficulty with multi-limb coordination, postural control, gait, and imitation, are frequently present in people with ASD [7, 8]. Many children with ASD are enrolled in occupational and physical therapy, which provide sensory interventions (ie: applying headphones in noisy situations) and motor skills (ie: building strength and flexibility) that help them overcome physical barriers and over-stimulation [9]. It has been argued that movement-based therapies also help those with ASD overcome social challenges [10]. Studies in neuro-cognition suggest that the development of movement and communication occurs in tandem; if one is deficient early in life, it may have a direct effect on the other [10]. This shift away from a primarily cognitive approach to ASD and toward a social-movement perspective is gaining popularity in the autism community; through exploring the fundamental connection between movement and social learning, those in the ASD community are hopeful that they can discover new ways to address the variability seen in ASD [11].

Dance as Therapy: Defined

Dance therapy currently exists in many forms. Broadly speaking, it includes any type of activity that uses movement and rhythm as a means for therapy, and has been used in people with mental health disorders, Parkinson’s disease, and other movement disorders. It is important to distinguish dance therapy and movement therapy from dance/movement therapy (DMT). DMT is a specific form of dance therapy that requires extensive training by organizations like the American Dance Therapy Association (ADTA). Dance therapy or movement therapy are more generalized terms that do not necessarily follow DMT guidelines. All three modes of therapy are included in this study, and the term “DMT” will be used to specifically refer to dance/ movement therapy while “dance therapy” will pertain to dance or movement.As DMT requires formal training, it is the most standardized and studied form of dance therapy. As such, it will serve as a model to discuss the common components of dance therapy and why they may have therapeutic benefit in certain populations.

DMT, defined by the ADTA as the “psychotherapeutic use of movement to further the emotional, cognitive, physical and social integration of the individual,” has existed since the mid-20th century [12]. DMT has been used as a form of therapy for somatic and psychiatric disorders, ranging from neurologic and psychosomatic illnesses to Parkinson’s disease and trauma-related disorders [13]. Through dance classes that target the unique needs of specific populations, DMT helps to increase balance, flexibility, and spatial awareness, to integrate sensory and motor systems, and to foster the development of relationships [14]. As people with ASD tend to have limited perception of their body in relation to space, self, and others, DMT classes aim to increase body knowledge through the exploration of movement [14]. This is achieved using props, music, mirroring (following another’s movement), grounding (locating the center of the body), rhythm, and eye contact [14, 15]. In general, for classes with participants on the autism spectrum, an instructor certified in DMT along with volunteers or trainees will instruct specific movements to recorded or live music. Students will often be placed in a large circle or in pairs, which allows dancers to face one another, mimic one another’s movement, and physically work in tandem [12].

What separates dance from occupational therapy and physical therapy is an emphasis on “embodiment,” which refers to the mind’s perception of one’s own body in space and in relation to the bodies and actions of others [16, 17]. In other words, DMT uses the experience of the body to make a connection to one’s own mind and to form relationship with others. For instance, while a physical therapy program focuses on improving motor skills and removing negative stimuli, DMT uses such types of repetitive motions as a therapeutic starting point [18]. Janet Adler, one of the pioneers in DMT, writes that in a DMT session, her goal is not to suppress a client’s repetitive movements, but instead to incorporate these movements into dance [19]. She writes that encouraging this “authentic movement” allows her to meet “the children in such an intimate way”; the therapeutic relationship is not founded on teacher and student, but instead on two dancers who can communicate through movement [19]. In other words, a structured dance class can help participants build social connections.

Literature Review

DMT as an embodiment approach to ASD is emerging as one of the alternatives to the traditional cognitive therapies. There is a growing body of theoretical reviews and anecdotal reports that demonstrate dance therapy’s ability to foster social and physical skills for people with developmental disability [14]. However, there are very few studies that elucidate proven benefit from such programs for people with ASD [20]. The purpose of this review is to analyze existing case-based research on dance and movement for people with developmental disability, including those with ASD. The aim is to interpret and analyze significant findings that may promote future research in the area and perhaps foster the growing emphasis on a movement perspective of ASD.

METHODS

A systematic review of the literature was conducted with no limit to years of publication (up until February 2017 at the time of review) or geographic region. The databases searched included: PubMed, EMBASE, CINAHL, Scopus, and Web of Science. All articles in English language were included. The following keywords were used: autism, autistic, Asperger, developmental disability, developmental disorder, intellectual disability, dance, dance therapy, music, and melody. Search tools included use of Boolean terms AND/OR, and search phrases were modified according to the database in order to maximize search results (Appendix).Articles were then hand selected based on the inclusion and exclusion criteria that follow:

The primary intervention must be “dance” defined as movement to a rhythm. The purpose of the dance must be “therapy” for the subjects’ developmental disability. The therapy must utilize interpersonal interactions, which may include imitation/mirroring, interpretive movement, and/ or synchronous movement. The subjects can be all ages with a diagnosis of ASD or other developmental disability. Subjects with comorbid conditions are not excluded. Dependent variables of interest are psychosocial, behavioral, or neuromuscular outcomes. Quantitative, case-based research studies were included for review; qualitative, theoretical, and anecdotal papers were excluded. Articles that pertained to “music”, “theater”, “gaming”, or other non-movement related therapies were excluded. Studies that included subjects without ASD or developmental disability were excluded.

The search strategy yielded 90 results for review. Hand selection yielded 27 papers that specifically targeted dance therapy for individuals with developmental disorder. Of these, 18 articles were qualitative; 9 were quantitative and met all the inclusion criteria for the present review. One of the included studies had a “rhythm” intervention group in which whole body movement was incorporated into improvisational music making, interpersonal synchrony, and song singing [5]. Another study used yoga as the primary intervention, employing the practice of breathing techniques, yoga postures, music and dance, and typical yoga relaxation [21]. Both these studies were included because the movements described had the qualities of “dance” as defined in the inclusion criteria. Of note, 3 case-based studies were excluded either because the primary subjects were educators or therapists and not the individuals with developmental disability, or because the goal of the dance class was not therapy [22-24].

RESULTS

The 9 articles included in this review are listed in Table (1). Studies occurred in the USA, Greece, Spain, UK, and Germany in the years 2011-2016. A variety of dance class styles were utilized: 2 used traditional Greek dance programs [25, 26], 1 used yoga therapy combined with dance and music [21], 1 used a rhythm-based movement intervention [5], 1 used music therapy combined with DMT [27], and 4 used DMT only [30, 31, 18, 28]. Collectively, the dance classes adopted techniques commonly used in dance therapy, including use of rhythm, balance, and coordination, free dance and exploration, animal imitation, incorporation of musical instruments, and combination of song and dance. 4 studies focused in particular on synchronous movement, mirroring, and imitation, which are fundamental concepts in DMT [5, 18, 21, 28].

In all studies, the primary subjects were individuals with developmental disability. 6 of the studies included participants with a clinical diagnosis of ASD, and the remaining 3 included participants with an undefined intellectual disability. Only 2 studies focused specifically on children; the rest included either adults only or a range of adolescents and adults.

Although the types of dance classes varied, all programs had the same fundamental purpose of augmenting the physical and social functioning of people with intellectual disability. 6 of the studies focused on the primary improvement of physical and technical skills: Arzoglou et al. (2013) and Tsimaras et al. (2012) found that traditional Greek dance improved balance and neuromuscular coordination. Koehne et al. (2016), MateosMoreno et al. (2013), and Srinivasan et al. (2015) noted that dance class participants demonstrated improved imitation skills and the ability to move in synchrony with others. 3 authors found that dance class participants demonstrated improved social skills, including the ability to infer emotions of others and to better distinguish between the self and others [5, 18, 28]. The 2 studies that honed in on stereotyped and repetitive behaviors found that dance decreased maladaptive behaviors and improved task-appropriate social behavior [21, 29]. Finally, the 4 papers that studied the subjects’ emotional outcomes found that dance therapy improved participants’ emotional wellbeing, increased positive affect, and enhanced knowledge of their own bodies [5, 18, 30, 31].

Table 1: Reviewed studies including study design, included population, and results..

References Study design and data collection N Population Objectives and measures Results
Arzoglou et al. (2013) Case series with control group
8-wk Greek traditional dance program
2 time points
 10
- 5 dance
- 5 control
Clinically diagnosed ASD
Greece
Mean age 16.7 yrs
Korper koordination-test fur Kinder (KTK): neuromuscular coordination Improved neuromuscular coordination: balance and walking backwards, jumping over an obstacle on one foot, lateral jumps, lateral movement and repositioning Compared to control
Barnet-Lopez et al. (2015) Case series, no control group
26 DMT sessions
4 time points
30 Non-specific intellectual disability
Spain
Mean age 47.3 yrs
Koppitz human figure drawing test (HFD): body knowledge, cognitive development, maturity Improved body knowledge and developmental maturity Compared to pre-intervention
Barnet-Lopez et al. (2016) Case series with control group
26 DMT sessions
4 timepoints
44
- 22 dance
- 20 control
Non-specific intellectual disability
Spain
Mean age 48.15 yrs
Koppitz human figure drawing test (HFD): emotional well-being Improved emotional well-being Compared to control
References Study design and data collection  N Population Objectives and measures Results
Koch et al. (2015) Case series with control group
7 DMT sessions
2 time points
31
-16 dance
-15 control
Clinically diagnosed 
ASD
Germany
Mean age 22.0 yrs
Heidelberger State Inventory: psychological well being Questionnaire of Movement Therapy:body awareness Self constructed scale:self-other awareness EES (Caruso and Mayer): empathy FBT (Gunther and Koch): social skills Increased psychological well-being, body awareness, self-other awareness, social skills
No change in empathy
Compared to control
Koehne et al. (2014) Case series with controls
10 DMT sessions
2 time points
55
- 29 dance
- 26 contro
Clinically diagnosed 
ASD
Germany
Ages 18-55
Multifaceted Empathy Test: emotion inference and empathic feelings Interpersonal Reactivity Index: tendency to spontaneously adopt the psychological point of view of others The automatic imitation paradigm: imitation Finger-tapping task: synchronization Improved emotion inference
Increased quantity and quality of spontaneous imitation of synchronized movement
No change in empathic feeling
Compared to control
References Study design and data collection  N Population Objectives and measures Results
Mateos-Moreno et al. (2013) Case series with control 36 dance and music therapy sessions 8 time points 16
- 8 dance
- 8 control
Clinically diagnosed 
ASD
Spain
Mean age 25.62 yrs
Revised Clinical Scale for the Evaluation of Autistic Behavior: behavioral symptoms Improved regulation of behavior variability, imitation disorder, 
instinct disorder, and emotional disorder
Compared to control
Rosenblatt et al. (2011) Case series, no control 8-wk multimodal yoga, dance, and music therapy program
2 time points
 24 Clinically diagnosed 
ASD
USA
Mean age 8.9 yrs
Behavioral Assessment for Children:psychiatric functions Aberrant Behavioral Checklist: problem behaviors Improved behavioral symptoms Compared to pre-intervention
Srinivisan et al. (2015 Randomized controlled trial
32 sessions involving either rhythm, robot, or sedentary
3 time points
36
- 12 rhythm
- 12 robot
- 12 
sedentary
Clinically diagnosed 
ASD
USA
Mean age 7.75 yrs
Unbiased coder: repetitive and maladaptive behaviors, affective states.(2 coders established intra- and inter-rater reliability of 90%) Increased positive affect, task appropriate behaviors, and improvement in motor imitation skills
Rhythm group compared to pre-treatment measures and compared to robot and sedentary controls
Tsimaras et al. (2012) Case series with control16-wks traditional Greek dancing
2 time points
17
- 10 dance
- 7 control
Non-specific intellectual disability
Greece
Median age 18 yrs
A balance deck was used to measure dynamic balance ability before and after intervention Traditional Greek dance program increased dynamic balance compared to pre-treatment measurements

 

DISCUSSION

Of the 27 papers on dance therapy and developmental disability reviewed in this literature search, only one third examined dance therapy using case-based research. These studies demonstrated that dance classes may have a positive impact for people with ASD or other developmental disability: participants exhibited improvements in emotional and psychological wellbeing, physical and motor control, and social and cognitive functioning while demonstrating a decrease in stereotyped behaviors. While these very early studies yield promising results, more research needs to be done to test the validity, reliability, and generalizability of these outcomes.

Several key learning points can be gleaned from the present review of literature. Overall outcomes were geared toward demonstrating improved sociability and wellbeing of dance class participants. Even studies that focused on the physical benefits of dance implied that better motor control might improve social abilities. Furthermore, the diversity of studies demonstrates that dance and movement is a generalizable learning tool that can assist different types of populations. The dance programs took place in various geographic regions, including Greece, Germany, Spain, the UK, and the USA. This highlights that since dance is primarily non-verbal, its benefits are transferrable across borders and do not rely on specific language perception or skill. Additionally, the investigated dance programs included children, adults, or a mix of adolescents and adults. Traditionally, ASD interventions such as ABA, PECS, and TEACHH are most beneficial when started at a young age (APA, 2016). Yet Barnet-Lopez et al. (2015, 2016), Koch et al. (2015), Koehne et al.(2014), and Mateos-Moreno et al. (2013), all demonstrated that dance-centered therapies can benefit adults as well. This is particularly important as many programs for people with developmental disability stop at age 21 [32]. Dance classes may provide not only social opportunities, but also continued developmental therapy that benefits people from all backgrounds and of all ages.

Forming Empathic Relationships through Dance

Another interesting feature of the review is the focus on mirroring, imitation, and synchronous movements, as seen in the papers by Koch et al. (2015), Koehne et al. (2014), and Srinivasan et al. (2015). Imitation and mirroring has been a central part of DMT since its inception in the late 60s to early 70s [14]. Mirroring typically occurs in dyads, in which one therapist works with one patient. The patient mimics the therapist’s movement until this traditional student-teacher role reverses, and the therapist follows the movement that the patient chooses to make. Mirroring may also involve larger groups, in which multiple dancers all follow one dancer. This mimicry creates a connection between dancers without using any spoken language; it involves preverbal structures of interactions that can facilitate understanding emotions before actually articulating them [33, 34]. As these types of interactions evolve, it is theorized that dancers glean the emotional quality, mood, and affect that comes with dance, thus forming a movement-based relationship [10]. This intrinsic sensation of movement and body posture is known as “kinesthesia.” Kinesthesia refers to one’s own bodily sensations in response to the body movements or posture of someone else [13].

This “kinesthesia,” may in fact play a key role in empathy, an important relationship building tool that many with ASD lack [10, 35]. Interpersonal experiences through movement, especially when moving in synchrony with others, can be important for strengthening relationships as well as refining the distinction between the self and other, which are both necessary in empathic interactions [13]. Theoretical research demonstrates that this connection between movement and empathy may take root in the Mirror Neuron System (MNS). The MNS, though not yet fully understood in humans, is essentially a neuronal bridge between self and other that may be active in the process of being simultaneously the perceiver and the object of another’s perception [13, 33, 34]. For instance, if a person is watching an emotive dancer, the same mirror neuron structures are activated in the observer as the dancer, which generates a shared body state that enables implicit understanding. In a sense, the person’s own physiological response is used to detect another’s emotions, and an empathic relationship is formed.

This largely theoretical framework is put into practice in dance therapy. Through using the mirroring modalities that are central to DMT, dancers may be using the MNS to build empathic relationships with other dancers. Referring back to the example of Janet Adler, we can employ the kinesthetic framework to understand why mirroring a repetitive or stereotyped movement may foster relationship building. Instead of finding ways to limit these behaviors, incorporating them into a shared dance acknowledges whatever emotion drives the unwanted movement. As the present literature review demonstrates, mirroring these movements does not to foster maladaptive behavior, but instead, limits them. Dance may create a comfortable space for the repetitive movements to be accepted, so that they are no longer associated with anxiety, fear, or overstimulation. Dance therapy may assume the role of physical and occupational therapy as a practical and approachable modality for learning how to cope with high-stimulation environments and reducing maladaptive behaviors.

LIMITATIONS

Despite these interesting findings, it must be noted that the research on dance therapy for the developmentally disabled is very limited. One problem that the present review confronts is that the articles used various tools in attempt to quantify subjective outcomes. For instance, in their studies, Barnet-Lopez’s group (2015, 2016) used Human Figure Drawing (HFD), a projective test in which subjects were asked to draw a human body, and the rendering was used to glean information about the subjects’ cognitive development, maturity, attitudes, and experience. In order to measure emotional inference and empathy, Koehne et al. (2014) used the Multifaceted Empathy Test (MET), which utilized photographs of emotionally charged situations to cue subjects to discuss how the people photographed might be feeling and how much the subjects shared the feeling of the individuals. Koch et al. (2015) used a series of questionnaires to elucidate psychological wellbeing, body awareness, self-other awareness, empathy and social skills. Mateos-Moreno et al. (2013), Rosenblatt et al. (2011), and Srinivasan et al. (2015) used observational checklists to monitor changes in stereotyped behavior, the ability to imitate or move synchronously with others, and the affect of the participants. Although many of these studies arrived at similar conclusions, their measurements are vastly different and therefore may not reflect truly reliable outcomes.

The studies included in this review took place between 2011 and 2016, which highlights how recent this area of research is and how much is yet to be developed. Since the majority of these studies were considered to be preliminary or feasibility studies, the N value was very small, ranging from 3 to 55 participants. While 7 of these studies contained control groups with either a non-movement or movement-based intervention, only 1 had randomized subjects; this may introduce a component of selection bias. Additionally, all studies took place during a relatively short period of time, with the longest program running for 4 months. While the majority of the studies had at least 2 measurement time points, a longitudinal study would be beneficial to measure a long-term effect of dance therapy.

CONCLUSION

Despite these shortcomings, there are still some key findings in the research that are worth clinical and investigative attention. Although there is an increasing amount of research in DMT, qualitative analyses are more common than quantitative research; narrative designs that deal with natural human experiences are in fact often the preferred choice of research in the arts, psychology, and humanities [36]. Currently, very few individuals with ASD are participating in dance therapy. One internet survey found that only 2.4% of children with ASD are partaking in DMT [14]. It is possible that health care practitioners seek more quantitative, scientific evidence before recommending dance therapy for their patients with ASD. It is also possible that insurance will not cover the cost of dance classes as they may be deemed recreational and not therapeutic. Quantitative measurements that are deeply rooted in DMT research, such as Laban Movement Analysis and Kestenberg Movement Analysis, may serve as foundational tools with which to analyze dance therapy for people on the spectrum [14, 34]. The commonality of these base measurements can serve as springboards from which more nuanced, qualitative measurements may be validated. While the struggle to find meaningful ways to quantify emotional elements is ongoing, strong scientific evidence may expand dance therapy availability for people with developmental disability, which in turn, would help to further substantiate future research. 

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APPENDIX

Search protocol according to each database:

  • PubMed – MEDLINE: (music therapy[mh] OR music[mh] OR Singing[mh] OR Dancing[mh] OR Dance Therapy[mh] OR music[tw] OR music*[tw] OR melod*[tw] OR sing[tw] OR singing[tw] OR song[tw] OR dance[tw] OR dancing[tw] OR dancer[tw]) AND (Asperger Syndrome[mh] OR “Autism Spectrum Disorder”[mh] OR Autistic Disorder[mh] OR Developmental Disabilities[mh] OR Intellectual Disability[mh] OR Autism[tw] OR Autistic[tw] OR Asperger[tw] OR “developmental disability”[tw] OR “developmental disorder”[tw] OR “intellectual disability”[tw]) AND English[la]
  • Embase:

       º     #1 ‘music’/exp OR ‘music therapy’/exp OR ‘musician’/exp OR ‘singing’/exp OR ‘dancing’/exp OR ‘dance therapy’/exp OR music:ti,ab OR music*:ti,ab OR melod*:ti,ab OR sing:ti,ab OR singing:ti,ab OR song:ti,ab OR dance:ti,ab OR dancing:ti,ab OR dancer:ti,ab

       º     #2 ‘autism’/exp OR ‘developmental disorder’/exp OR ‘mental deficiency’/exp OR Autism:ti,ab OR Autistic:ti,ab OR Asperger:ti,ab OR “developmental disability”:ti,ab OR “developmental disorder”:ti,ab OR “intellectual disability”:ti,ab

       º     #3 #1 AND #2

  • CINAHL: (MH “Music”) OR (MH “Music Therapy”) OR (MH “Singing”) Or (MH “Dance Therapy”) OR (MH “Dancing+”) OR music OR music* OR melod* OR sing OR singing OR song OR dance OR dancing OR dancer

 AND

(MH “Autistic Disorder”) OR (MH “Developmental Disabilities”) OR (MH “Asperger Syndrome”) OR (MH “Intellectual Disability+”) OR Autism OR Autistic OR Asperger OR “developmental disability” OR “developmental disorder” OR “intellectual disability”

  • SCOPUS: music OR music* OR melod* OR sing OR singing OR song OR dance OR dancing OR dancer

 AND

Autism OR Autistic OR Asperger OR “developmental disability” OR “developmental disorder” OR “intellectual disability”

  • Web of Science Core Collection: (music OR music* OR melod* OR sing OR singing OR song OR dance OR dancing OR dancer) AND (Autism OR Autistic OR Asperger OR “developmental disability” OR “developmental disorder” OR “intellectual disability”)

Gruen J (2018) Dance Therapy for Children and Adults with Autism Spectrum Disorder or other Developmental Disability: Literature Review of Present Research. Ann Psychiatry Ment Health 6(3): 1137.

Received : 28 Nov 2018
Accepted : 18 Dec 2018
Published : 19 Dec 2018
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ISSN : 2573-1165
Launched : 2016
JSM Nutritional Disorders
ISSN : 2578-3203
Launched : 2017
Annals of Neurodegenerative Disorders
ISSN : 2476-2032
Launched : 2016
Journal of Fever
ISSN : 2641-7782
Launched : 2017
JSM Bone Marrow Research
ISSN : 2578-3351
Launched : 2016
JSM Mathematics and Statistics
ISSN : 2578-3173
Launched : 2014
Journal of Autoimmunity and Research
ISSN : 2573-1173
Launched : 2014
JSM Arthritis
ISSN : 2475-9155
Launched : 2016
JSM Head and Neck Cancer-Cases and Reviews
ISSN : 2573-1610
Launched : 2016
JSM General Surgery Cases and Images
ISSN : 2573-1564
Launched : 2016
JSM Anatomy and Physiology
ISSN : 2573-1262
Launched : 2016
JSM Dental Surgery
ISSN : 2573-1548
Launched : 2016
Annals of Emergency Surgery
ISSN : 2573-1017
Launched : 2016
Annals of Mens Health and Wellness
ISSN : 2641-7707
Launched : 2017
Journal of Preventive Medicine and Health Care
ISSN : 2576-0084
Launched : 2018
Journal of Chronic Diseases and Management
ISSN : 2573-1300
Launched : 2016
Annals of Vaccines and Immunization
ISSN : 2378-9379
Launched : 2014
JSM Heart Surgery Cases and Images
ISSN : 2578-3157
Launched : 2016
Annals of Reproductive Medicine and Treatment
ISSN : 2573-1092
Launched : 2016
JSM Brain Science
ISSN : 2573-1289
Launched : 2016
JSM Biomarkers
ISSN : 2578-3815
Launched : 2014
JSM Biology
ISSN : 2475-9392
Launched : 2016
Archives of Stem Cell and Research
ISSN : 2578-3580
Launched : 2014
Annals of Clinical and Medical Microbiology
ISSN : 2578-3629
Launched : 2014
JSM Pediatric Surgery
ISSN : 2578-3149
Launched : 2017
Journal of Memory Disorder and Rehabilitation
ISSN : 2578-319X
Launched : 2016
JSM Tropical Medicine and Research
ISSN : 2578-3165
Launched : 2016
JSM Head and Face Medicine
ISSN : 2578-3793
Launched : 2016
JSM Cardiothoracic Surgery
ISSN : 2573-1297
Launched : 2016
JSM Bone and Joint Diseases
ISSN : 2578-3351
Launched : 2017
JSM Bioavailability and Bioequivalence
ISSN : 2641-7812
Launched : 2017
JSM Atherosclerosis
ISSN : 2573-1270
Launched : 2016
Journal of Genitourinary Disorders
ISSN : 2641-7790
Launched : 2017
Journal of Fractures and Sprains
ISSN : 2578-3831
Launched : 2016
Journal of Autism and Epilepsy
ISSN : 2641-7774
Launched : 2016
Annals of Marine Biology and Research
ISSN : 2573-105X
Launched : 2014
JSM Health Education & Primary Health Care
ISSN : 2578-3777
Launched : 2016
JSM Communication Disorders
ISSN : 2578-3807
Launched : 2016
Annals of Musculoskeletal Disorders
ISSN : 2578-3599
Launched : 2016
Annals of Virology and Research
ISSN : 2573-1122
Launched : 2014
JSM Renal Medicine
ISSN : 2573-1637
Launched : 2016
Journal of Muscle Health
ISSN : 2578-3823
Launched : 2016
JSM Genetics and Genomics
ISSN : 2334-1823
Launched : 2013
JSM Anxiety and Depression
ISSN : 2475-9139
Launched : 2016
Clinical Journal of Heart Diseases
ISSN : 2641-7766
Launched : 2016
Annals of Medicinal Chemistry and Research
ISSN : 2378-9336
Launched : 2014
JSM Pain and Management
ISSN : 2578-3378
Launched : 2016
JSM Women's Health
ISSN : 2578-3696
Launched : 2016
Clinical Research in HIV or AIDS
ISSN : 2374-0094
Launched : 2013
Journal of Endocrinology, Diabetes and Obesity
ISSN : 2333-6692
Launched : 2013
Journal of Substance Abuse and Alcoholism
ISSN : 2373-9363
Launched : 2013
JSM Neurosurgery and Spine
ISSN : 2373-9479
Launched : 2013
Journal of Liver and Clinical Research
ISSN : 2379-0830
Launched : 2014
Journal of Drug Design and Research
ISSN : 2379-089X
Launched : 2014
JSM Clinical Oncology and Research
ISSN : 2373-938X
Launched : 2013
JSM Bioinformatics, Genomics and Proteomics
ISSN : 2576-1102
Launched : 2014
JSM Chemistry
ISSN : 2334-1831
Launched : 2013
Journal of Trauma and Care
ISSN : 2573-1246
Launched : 2014
JSM Surgical Oncology and Research
ISSN : 2578-3688
Launched : 2016
Annals of Food Processing and Preservation
ISSN : 2573-1033
Launched : 2016
Journal of Radiology and Radiation Therapy
ISSN : 2333-7095
Launched : 2013
JSM Physical Medicine and Rehabilitation
ISSN : 2578-3572
Launched : 2016
Annals of Clinical Pathology
ISSN : 2373-9282
Launched : 2013
Annals of Cardiovascular Diseases
ISSN : 2641-7731
Launched : 2016
Journal of Behavior
ISSN : 2576-0076
Launched : 2016
Annals of Clinical and Experimental Metabolism
ISSN : 2572-2492
Launched : 2016
Clinical Research in Infectious Diseases
ISSN : 2379-0636
Launched : 2013
JSM Microbiology
ISSN : 2333-6455
Launched : 2013
Journal of Urology and Research
ISSN : 2379-951X
Launched : 2014
Journal of Family Medicine and Community Health
ISSN : 2379-0547
Launched : 2013
Annals of Pregnancy and Care
ISSN : 2578-336X
Launched : 2017
JSM Cell and Developmental Biology
ISSN : 2379-061X
Launched : 2013
Annals of Aquaculture and Research
ISSN : 2379-0881
Launched : 2014
Clinical Research in Pulmonology
ISSN : 2333-6625
Launched : 2013
Journal of Immunology and Clinical Research
ISSN : 2333-6714
Launched : 2013
Annals of Forensic Research and Analysis
ISSN : 2378-9476
Launched : 2014
JSM Biochemistry and Molecular Biology
ISSN : 2333-7109
Launched : 2013
Annals of Breast Cancer Research
ISSN : 2641-7685
Launched : 2016
Annals of Gerontology and Geriatric Research
ISSN : 2378-9409
Launched : 2014
Journal of Sleep Medicine and Disorders
ISSN : 2379-0822
Launched : 2014
JSM Burns and Trauma
ISSN : 2475-9406
Launched : 2016
Chemical Engineering and Process Techniques
ISSN : 2333-6633
Launched : 2013
Annals of Clinical Cytology and Pathology
ISSN : 2475-9430
Launched : 2014
JSM Allergy and Asthma
ISSN : 2573-1254
Launched : 2016
Journal of Neurological Disorders and Stroke
ISSN : 2334-2307
Launched : 2013
Annals of Sports Medicine and Research
ISSN : 2379-0571
Launched : 2014
JSM Sexual Medicine
ISSN : 2578-3718
Launched : 2016
Annals of Vascular Medicine and Research
ISSN : 2378-9344
Launched : 2014
JSM Biotechnology and Biomedical Engineering
ISSN : 2333-7117
Launched : 2013
Journal of Hematology and Transfusion
ISSN : 2333-6684
Launched : 2013
JSM Environmental Science and Ecology
ISSN : 2333-7141
Launched : 2013
Journal of Cardiology and Clinical Research
ISSN : 2333-6676
Launched : 2013
JSM Nanotechnology and Nanomedicine
ISSN : 2334-1815
Launched : 2013
Journal of Ear, Nose and Throat Disorders
ISSN : 2475-9473
Launched : 2016
JSM Ophthalmology
ISSN : 2333-6447
Launched : 2013
Journal of Pharmacology and Clinical Toxicology
ISSN : 2333-7079
Launched : 2013
Medical Journal of Obstetrics and Gynecology
ISSN : 2333-6439
Launched : 2013
Annals of Pediatrics and Child Health
ISSN : 2373-9312
Launched : 2013
JSM Clinical Pharmaceutics
ISSN : 2379-9498
Launched : 2014
JSM Foot and Ankle
ISSN : 2475-9112
Launched : 2016
JSM Alzheimer's Disease and Related Dementia
ISSN : 2378-9565
Launched : 2014
Journal of Addiction Medicine and Therapy
ISSN : 2333-665X
Launched : 2013
Journal of Veterinary Medicine and Research
ISSN : 2378-931X
Launched : 2013
Annals of Public Health and Research
ISSN : 2378-9328
Launched : 2014
Annals of Orthopedics and Rheumatology
ISSN : 2373-9290
Launched : 2013
Journal of Clinical Nephrology and Research
ISSN : 2379-0652
Launched : 2014
Annals of Community Medicine and Practice
ISSN : 2475-9465
Launched : 2014
Annals of Biometrics and Biostatistics
ISSN : 2374-0116
Launched : 2013
JSM Clinical Case Reports
ISSN : 2373-9819
Launched : 2013
Journal of Cancer Biology and Research
ISSN : 2373-9436
Launched : 2013
Journal of Surgery and Transplantation Science
ISSN : 2379-0911
Launched : 2013
Journal of Dermatology and Clinical Research
ISSN : 2373-9371
Launched : 2013
JSM Gastroenterology and Hepatology
ISSN : 2373-9487
Launched : 2013
Annals of Nursing and Practice
ISSN : 2379-9501
Launched : 2014
JSM Dentistry
ISSN : 2333-7133
Launched : 2013
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