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

More documents

Recommendations

Info

xvii 4.5 Discussion ………………………………………………………………..…. 108 5. Experiment II: Increasing Independent Performance of a Child with Autism during Multiple-Step Tasks ………………………………………………………... 121 5.1 Introduction ……………………………………………………………….. 121 5.2 Research Questions ……………………………………………………..…. 130 5.3 Method ……………………………………………………………………... 130 5.3.1 Participants …………………………………………………………... 130 5.3.2 Setting …………………………………………………………….…. 135 5.3.3 Materials …………………………………………………………….. 137 5.3.4 Procedure ……………………………………………………………. 141 5.3.5 Experimental Design ………………………………………………… 144 5.3.6 Measurements ……………………………………………………..… 145 5.3.7 Reliability ……………………………………………………………. 148 5.4 Results ……………………………………………………………………… 148 5.4.1 Interobserver Agreement ………………………………………….… 148 5.4.2 Outcome Data ……………………………………………………..… 149 5.5 Discussion ………………………………………………………………..… 153 6. Experiment III: Increasing Peer Interaction of Children with Autism on Childcare Playground through <strong>Music</strong> ……………………………………………. 161 6.1 Introduction ………………………………………………………………... 161 6.2 Research Questions ……………………………………………………...… 165 6.3 Method ………………………………………………………………...…… 165 6.3.1 Participants …………………………………………………………... 165
xviii 6.3.2 Setting ……………………………………………………………..… 177 6.3.3 Materials …………………………………………………………..…. 180 6.3.4 Procedure ……………………………………………………………. 199 6.3.5 Experimental Design ………………………………………………… 204 6.3.6 Measurements …………………………………………………..…… 206 6.3.7 Reliability ………………………………………………………….… 210 6.4 Results ……………………………………………………………………… 211 6.4.1 Interobserver Agreement ……………………………………………. 211 6.4.2 Outcome Data ………………………………………………..……… 212 6.5 Discussion …………………………………………………………..……… 241 7. General Discussion……………………………………………………………...…… 263 8. Conclusions ……………………………………………………………………..…… 273 References……………………………………………………………………………...… 277 Appendices …………………………………………………………………………...…. 315 Appendix A: Data Sheet Experiment I ……………………………………… 315 Appendix B: Data Sheet Experiment II ……………………………………... 317 Appendix C: Data Sheets Experiment III …………………………………… 318
Page 1: Institut für Musiktherapie, Lehrst
Page 4 and 5: iii
Page 6 and 7: v unique greeting songs implemented
Page 8 and 9: vii
Page 10 and 11: ix Experiment I: Teilnehmer dieser
Page 12 and 13: xi ventionen erfolgreich einzusetze
Page 14 and 15: xiii Extraordinary thanks to Linn W
Page 16 and 17: xv 2.1.4.1 Music Therapy and Childr
Page 20 and 21: xix LIST OF TABLES Table 3.1 Partic
Page 22 and 23: xxi LIST OF FIGURES Figure 4.1 “H
Page 24 and 25: xxiii Figure 6.12 Percentage of pos
Page 26 and 27: xxv Video Excerpt 6.6 Ben’s perfo
Page 28 and 29: xxvii
Page 30 and 31: 2 improve their social skills and a
Page 32 and 33: 4 documented by few (Furman, 2001,
Page 34 and 35: 6 playgrounds promotes the developm
Page 37 and 38: 2. Literature Review 2.1 Early Inte
Page 39 and 40: programs, is called inclusion (Buys
Page 41 and 42: acknowledges that each child is uni
Page 43 and 44: expertise, but may work on the same
Page 45 and 46: group activities and planning. Teac
Page 47 and 48: incorporated principles of normaliz
Page 49 and 50: curricula for young children with s
Page 51 and 52: questionable reliability, the follo
Page 53 and 54: Lesson plans addressing communicati
Page 55 and 56: for students with deaf/hard-hearing
Page 57 and 58: inclusive preschool settings. A sur
Page 59 and 60: the three key diagnostic areas (i.e
Page 61 and 62: 2.2.2.2 Language and Communication
Page 63 and 64: the literature (Baron-Cohen, 1995;
Page 65 and 66: Autistically Handicapped, 2003b, Kr
Page 67 and 68: Research including well-controlled
Page 69 and 70:
(…) in a behavioral approach chil
Page 71 and 72:
To date, more empirical data are av
Page 73 and 74:
unstructured learning situations (S
Page 75 and 76:
einforcement, and monitoring ongoin
Page 77 and 78:
choices in certain areas, which mig
Page 79 and 80:
week) have a long-term value for yo
Page 81 and 82:
oy, diagnosed with autism, who was
Page 83 and 84:
Wimpory, Chadwick and Nash (1995) e
Page 85 and 86:
However, this statement does not fi
Page 87 and 88:
Although methods and strategies use
Page 89 and 90:
elate to an adult who is not a teac
Page 91 and 92:
programs are not results of researc
Page 93 and 94:
a sequence (e.g., teeth brushing) a
Page 95 and 96:
The answer? None of the above. In f
Page 97:
they start playing the instruments
Page 100 and 101:
72 model. The philosophy of the pro
Page 102 and 103:
74 (Bredekamp & Copple, 1997). Indi
Page 104 and 105:
76 1982; Tawney & Gast, 1984; Woler
Page 106 and 107:
78 young adults with mental retarda
Page 108 and 109:
80 (1) Does the use of an individua
Page 110 and 111:
82 Phillip tended to have difficult
Page 112 and 113:
84 and behaviors such as spinning a
Page 114 and 115:
86 4.3.2 Setting Video Excerpt 4.2.
Page 116 and 117:
88 (2) Unique song composed for eac
Page 119 and 120:
Figure 4.2. Transcript of ”Song f
Page 121 and 122:
(2) Practice compact disc (CD) acco
Page 123 and 124:
The teachers were asked to include
Page 125 and 126:
experimental control is achieved. S
Page 127 and 128:
verbal (i.e., “Say, ‘Hello.’
Page 129 and 130:
segments for each target behavior.
Page 131 and 132:
Phillip. Phillip was observed for a
Page 133 and 134:
difficult for Ben. Therefore the ro
Page 135 and 136:
greeting routine. On three occasion
Page 137 and 138:
aseline phase. This observation is
Page 139 and 140:
arrive before Phillip so that he co
Page 141 and 142:
Ben. In the majority of the initial
Page 143 and 144:
From the comments and reports by th
Page 145 and 146:
part would have changed the target
Page 147 and 148:
Rather, it was the intent to demons
Page 149 and 150:
5. Experiment II: Increasing Indepe
Page 151 and 152:
discussed in the toilet training li
Page 153 and 154:
• The social interaction deficits
Page 155 and 156:
procedure. For accidents, verbal re
Page 157 and 158:
Children with autism frequently hav
Page 159 and 160:
was selected for participation in t
Page 161 and 162:
ecause of the teacher’s and paren
Page 163 and 164:
5.3.2 Setting All experimental sess
Page 165 and 166:
5.3.3 Materials Andy was assessed o
Page 167 and 168:
7. Get up (get up) 8. T-Shirt up (p
Page 169 and 170:
(3) Familiar, pre-composed song for
Page 171 and 172:
Task #1: Hand-washing. The already
Page 173 and 174:
equally. The different effects of t
Page 175 and 176:
Appendix B. • Did not do it was r
Page 177 and 178:
Table 5.1. Interobserver agreement
Page 179 and 180:
Number of Independent Steps Alterna
Page 181 and 182:
5.5 Discussion The major purpose of
Page 183 and 184:
In spite of the short intervention
Page 185 and 186:
Therefore, Andy accomplished all st
Page 187 and 188:
From this study, the following conc
Page 189 and 190:
6. Experiment III: Increasing Peer
Page 191 and 192:
programs using an integrated therap
Page 193 and 194:
music center (Music Hut) was design
Page 195 and 196:
gestures and motor actions and used
Page 197 and 198:
turned around in a repetitive patte
Page 199 and 200:
functioning on the Childhood Autism
Page 201 and 202:
Table 6.1. Continued Name Chronolog
Page 203 and 204:
175 Phillip’s (subject 3) “peer
Page 205 and 206:
high school diploma and had been te
Page 207 and 208:
to a tree trunk with wooden mallets
Page 209 and 210:
accessible by a wooden wheelchair r
Page 211 and 212:
183
Page 213 and 214:
185
Page 215 and 216:
Figure 6.3. Transcript of the medle
Page 217 and 218:
Figure 6.4. Transcript of the song
Page 219 and 220:
191
Page 221 and 222:
addressed in the song: improvement
Page 223 and 224:
Lucas. “Lucas’ Dance” is a so
Page 225 and 226:
197
Page 227 and 228:
(5) Practice CD accompaniment by a
Page 229 and 230:
described in the material section)
Page 231 and 232:
• how to communicate a positive a
Page 233 and 234:
experimental control can be achieve
Page 235 and 236:
follows: (a) The observer used a CD
Page 237 and 238:
(2) Task behaviors of teacher and p
Page 239 and 240:
6.4 Results 6.4.1 Interobserver Agr
Page 241 and 242:
interaction appeared slightly lower
Page 243 and 244:
Eric. Eric was observed a total of
Page 245 and 246:
intervention (Condition C) resulted
Page 247 and 248:
small increase in Phillip’s posit
Page 249 and 250:
positive peer interaction and was q
Page 251 and 252:
All data of the target children’s
Page 253 and 254:
Eric. The teachers’ task behavior
Page 255 and 256:
made a difference in Lucas’ posit
Page 257 and 258:
% of Positive Peer Interactions 100
Page 259 and 260:
well as Lucas’ unsupported positi
Page 261 and 262:
% of Positive Interactions and Stay
Page 263 and 264:
100%). The peer-mediated interventi
Page 265 and 266:
Table 6.11. Range (Min% and Max%),
Page 267 and 268:
Eric. Eric was observed a total of
Page 269 and 270:
and engagement ranged from a low of
Page 271 and 272:
Due to the actions that are part of
Page 273 and 274:
What is more, Eric improved his voc
Page 275 and 276:
Both children saw the song interven
Page 277 and 278:
of the song intervention by Phillip
Page 279 and 280:
teacher integrated them into the pr
Page 281 and 282:
Teachers and peers met him on his h
Page 283 and 284:
playground. This finding is consist
Page 285 and 286:
257 We believe your work with the k
Page 287 and 288:
the teacher’s individual working
Page 289 and 290:
above conditions and the nature of
Page 291 and 292:
7. General Discussion This cumulati
Page 293 and 294:
known if other songs or other inter
Page 295 and 296:
collaborative consultation are crit
Page 297 and 298:
play, along with the variety of pla
Page 299 and 300:
families, the public resources, and
Page 301 and 302:
8. Conclusions The conclusions of t
Page 303 and 304:
“In the end, that is the real wor
Page 305 and 306:
REFERENCES Aasgaard, T. (1999). Mus
Page 307 and 308:
Autism Treatment Center of America
Page 309 and 310:
Bornstein, H., Saulnier, K. L., & H
Page 311 and 312:
Cambell, M., Schopler, E., Cueva, J
Page 313 and 314:
Dalrymple, N. J., & Ruble, L. A. (1
Page 315 and 316:
Dunn, W. (1996). Occupational Thera
Page 317 and 318:
Geiger, B. F., Artz, L., Petri, C.
Page 319 and 320:
Greenspan, S. I., & Wieder, S. (199
Page 321 and 322:
Hobson, R. P., & Lee, A. (1998). He
Page 323 and 324:
Hwang, B., & Hughes, C. (2000). The
Page 325 and 326:
Koegel, R. L., O’Dell, C., & Koeg
Page 327 and 328:
Mayer-Johnson, R. (1992). The Pictu
Page 329 and 330:
Morrison, K., & Rosales-Ruiz, J. (1
Page 331 and 332:
Odom, S. L. (2002). Narrowing the q
Page 333 and 334:
Rogers, S. J., & Lewis, H. (1989).
Page 335 and 336:
Schuhmacher, K. (1994). Musiktherap
Page 337 and 338:
Standley, J. M., & Hughes, J. E. (1
Page 339 and 340:
Trillingsgaard, A. (1999). The scri
Page 341 and 342:
Wimpory, D. Chadwick, P., & Nash, S
Page 343 and 344:
Appendix A: Data Sheet Experiment I
Page 345 and 346:
Appendix B: Data Sheet Experiment I
Page 347 and 348:
319 Adults Interaction of peer Inte
Page 349:
LEBENSLAUF ________________________
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?