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Institut für Musiktherapie, Lehrst
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iii
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v unique greeting songs implemented
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vii
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ix Experiment I: Teilnehmer dieser
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xi ventionen erfolgreich einzusetze
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xiii Extraordinary thanks to Linn W
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xv 2.1.4.1 Music Therapy and Childr
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xvii 4.5 Discussion ……………
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xix LIST OF TABLES Table 3.1 Partic
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xxi LIST OF FIGURES Figure 4.1 “H
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xxiii Figure 6.12 Percentage of pos
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xxv Video Excerpt 6.6 Ben’s perfo
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xxvii
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2 improve their social skills and a
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4 documented by few (Furman, 2001,
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6 playgrounds promotes the developm
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2. Literature Review 2.1 Early Inte
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programs, is called inclusion (Buys
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acknowledges that each child is uni
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expertise, but may work on the same
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group activities and planning. Teac
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incorporated principles of normaliz
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curricula for young children with s
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questionable reliability, the follo
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Lesson plans addressing communicati
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for students with deaf/hard-hearing
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inclusive preschool settings. A sur
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the three key diagnostic areas (i.e
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2.2.2.2 Language and Communication
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the literature (Baron-Cohen, 1995;
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Autistically Handicapped, 2003b, Kr
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- Page 100 and 101: 72 model. The philosophy of the pro
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- Page 114 and 115: 86 4.3.2 Setting Video Excerpt 4.2.
- Page 116 and 117: 88 (2) Unique song composed for eac
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- Page 126 and 127: 98 4.3.6 Measurements The following
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140 Figure 5.1. Transcript of the s
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142 at 9:30 am, and clean up before
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144 toileting routine were climb up
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146 direct observation using event
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148 5.3.7 Reliability Interobserver
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150 turned the water on, on others
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152 Toilet Training. Andy’s indep
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154 the routine was implemented. In
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156 However, the ATD was used becau
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158 that familiar and sung material
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160 From this study, a number of qu
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162 children with special need ages
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164 proposed for constructing safe
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166 developing children and childre
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168 Subject 2. Ben was a 4- year ol
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170 information with functional lan
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172 imitation of his vocalization a
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174 play with their classmate with
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176 classroom peers had Down Syndro
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178 and therapists on the playgroun
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180 The daily preschool schedule in
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182 (2) Songs for the Music Hut. A
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184
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186
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188 cheerful personality musically.
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190 Ben. “You and I” is a song
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192 Figure 6.5. Transcript of the s
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194 Figure 6.6. Transcript of the s
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196 Table 6.5. Overview of Lucas’
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198 Figure 6.7. Transcript of the s
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200 data collection, unless it was
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202 o by holding the target child
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204 Peer-Mediated Intervention Proc
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206 intervention (i.e., the additio
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208 was evaluated as a negative int
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210 6.3.7. Reliability Interobserve
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212 Table 6.6. Interobserver agreem
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214 A B C D 100 80 Eric 60 40 20 0
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216 Figure 6.9. Percentage of posit
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218 Figure 6.10. Percentage of posi
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220 % of Positive Peer Interactions
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222 Figure 6.12. Percentage of posi
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224 % of Positive Peer Interactions
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226 Phillip. The teacher’s task b
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228 Table 6.9. Range (Min % and Max
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230 Ben. The peers’ task behavior
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232 intervention (Condition D), the
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234 Eric. The top panel of Figure 6
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236 stayed more than 20%. Adaptatio
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238 % of Play and Engagement and St
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240 Phillip. The third panel of Fig
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242 the song and play activity, alt
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244 playground, while Eric’s teac
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246 teachers faced some challenging
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248 To support and motivate Ben’s
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250 routine. Jacky was able to get
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252 was very low (M= 4.0). With the
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254 Music Hut with his peers for 10
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256 The unique songs matching each
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258 procedural fidelity data show,
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260 enrolled in other classrooms, m
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262 playgrounds. Studies are also n
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264 The studies presented here expa
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266 and without disabilities, are n
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268 adherence to the intervention m
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270 preschool children, in which mu
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272 Integrated therapy has its limi
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274 • Music therapy training prog
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276
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278 Alvin, J., & Warwick, A. (1991)
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280 Barney & Friends (1992). Clean
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282 Brunk, B. K., & Coleman, K. A.
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284 Cole, K. N., Harris, S. R., Ela
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286 Dempsey, I., & Foreman, P. (200
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288 Frank Port Graham Child Develop
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290 Goldstein, H. L., Kaczmarek, L.
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292 Halle, J. W., Marshall, A. M.,
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294 Hulsegge, J., & Verheul, A. (19
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296 Kaplan, M., Edelson, S. M., & S
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298 Lazar, I., & Darlington, R. (19
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300 McWilliam, R. A. (2000). Recomm
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302 Neelly, L., Kenney, S., & Wolf,
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304 Prizant, B., & Wetherby, A. (19
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306 Schmid, W., & Janssen, W. (2001
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308 Simpson, J. (2003). Your action
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310 Tawney, J. W., & Gast, D. L. (1
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312 Wigram T. (1995). A model of as
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314 Wolery, M., & Wilbers, J. (Eds.
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316 Name: _________________________
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318 Appendix C: Data Sheet Experime
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320 Condition C: Teacher’s Tasks