Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

Figure 6.3.3 Difference in groups’ scores from the first two waves of data from BDBI
Change score
20
10
0
-10
Change scores for BDBI
Group A
Change in
BDBI
scores with
music
therapy
Change score
20
10
0
-10
Change scores for BDBI
Group B
Change in
BDBI scores
without
music
therapy
-20
Individual students
-20
Individual students
77% of students in group A scored themselves higher on this inventory after music
therapy which shows that they felt their behaviour had deteriorated. Ten students
(77%) felt their behaviour had become worse, one student (8%) felt there was no
change and only two students (15%) reported an improvement. However, in group B,
four students (50%) felt that their behaviour had improved, two students (25%)
reported no change and another two (25%) felt their behaviour was worse. The
summary statistics for this inventory (table 6.3a.iii in appendix 6.3a) show that there
is a big difference in answers between the two groups for behaviour.
The results of group A suggest that with greater self-awareness they are also more
aware of their challenging behaviour whereas group B’s results are much more
positive. At this time, students in group B knew that they were due to start music
therapy and might fear the consequence of having it withdrawn upon admitting bad
behaviour. As this is something that students might expect, it could have influenced
their response and this can be classed as the Hawthorne effect.
6.3.4 Reflection
In conclusion, these results from all three inventories look as though the students in
group B are doing well but this is probably not the case as all the students were
referred because they were at risk of underachievement or permanent exclusion due
to significant emotional and behavioural difficulties. These results could indicate that
students were reluctant to admit their feelings. The results from group B could also
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