Using a Music Therapy Collaborative Consultative Approach - World ...

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matched each of the five steps of the greeting routine, was sung during each step of the
routine. That is, for Step 1, the teacher sang the first verse of the song. Thus, as the routine
progressed, so too did the song in tandem.
Modified Intervention for Ben. Due to the fact that Ben’s (subject 2) number of
independent behaviors did not change significantly with the introduction of the song
(Condition B), an error analysis was conducted and a change in the intervention procedure
implemented. The change in this modified intervention (Condition C) consisted of omitting
the good-bye section (step 4) of the routine. This was done because Ben had ongoing
difficulties separating himself from his caregiver. As soon as Ben entered the classroom
independently, his caregiver left and was not visible for him during the entire time Ben spent
in his daycare program. Teachers immediately started to sing and engage him in greeting his
peers and finding a preferred toy/material with which to play. Toys/Materials of interest to
him (e.g., a drum) were moved to the activity tables close to the entrance of the classroom.
Notwithstanding all prompting procedures, remained the same.
4.3.5 Experimental Design
An A-B-A-B withdrawal design was used for Phillip (subject 1) to evaluate the
effects of the individually composed greeting song sung by the classroom teachers, the
caregivers and peers during the morning greeting routine. In an A-B-A-B withdrawal design,
experimental control is established by comparing baseline performance (Condition A) with
intervention performance (Condition B). If a difference in the data patterns exists each time
the conditions change, and if those differences are replicated across conditions, then