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

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However, the ATD was used because it is an effective and rapid means of evaluating the
superiority of one treatment over another (Alberto & Troutman, 1995; Barlow & Hayes,
1979; Holcombe, Wolery & Gast, 1994; Tawney & Gast, 1984). This research design was
also chosen for the convenience of completing this project – that is, limited time available,
due to Andy’s impending transitioning to another school district.
As suggested in the literature (Bailey & Wolery, 1992; Boswell & Gray, 2003), this
intervention established an individualized toileting routine for Andy. It can be seen as a
starting point for his toilet training. This way, a bathroom routine will be in place when
Andy is ready for self-initiated toileting. For future implications it might be useful to
approximate more time, follow a steady routine, and to use a familiar song or practice the
unique song prior to the intervention with the target child to produce spontaneous and
frequent song recall.
Singing the cleaning-up song (Barney’s Favorites Vol. 1, 1992) clearly resulted in
higher independent performance (M=66.6%) than the verbal presentation of the sequencing
(M=36.7%). In all of the sessions, Andy completed four steps of the six-step routine
independently. Overall, Andy performed 51.7% of the clean up procedure. It should be
noticed that step 1 (“Get up!”) and 6 (“Get up and go to where the teacher wants him to go”)
almost never occurred. The reason for that was two fold: (1) most of the time Andy was next
to the area where his toys belonged and did not have to get up in order to clean them up, and
(2) his teacher never asked him to go anywhere after cleaning-up because the class was
waiting for the arrival of two other classmates before starting circle time activities.