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

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164 proposed for constructing safe playgrounds (American Society for Testing and Material, 1993; Taylor & Morris, 1996; U.S. Consumer Product Safety Commission, 1997), for playground activities (Henninger, 1994; Griffin & Rinn, 1998; Crosser, 1994), and for promoting interaction and inclusion (Nabors & Badawi, 1997; Nabors et al., 2001; Stine, 1997; Wortham & Wortham, 1989). Additionally, attention has been given to constructing playgrounds so they are accessible to young children with disabilities (Ministry of Education, 1990). Only a few studies have investigated the social behaviors of typically developed children and children with special needs on playgrounds (Fujiki et al., 2001; Nabors & Badawi, 1997 as described above), and some have examined play behavior and play styles on playgrounds (Cullen, 1993; Ladd & Price, 1986). Only a small amount of research has focused on promoting interactions between children with and without disabilities on playgrounds (Hundert & Hopkins, 1992, Kern & Wolery, 2001). The following study was undertaken for three reasons. First, the FPG childcare schedule involves large blocks of time outdoors. Second, the playground is a huge space with no predictable play routines. And third, the target children with autism had difficulty engaging in meaningful play and interacting with their peers during outdoor play. An important aspect of the physical outdoor environment is to provide play opportunities accommodating different developmental levels, abilities and interests of children (Goldstein, 1991). To support social interaction on playgrounds, equipment and toys should encourage cooperative play rather than solitary play (Martin et al., 1991). Preliminary observations of the target children revealed an interest in the exciting musical equipment (The Sound Path) on the FPG childcare playground (Kern & Wolery, 2001, 2002). Therefore, an outdoor
music center (<strong>Music</strong> Hut) was designed and built, incorporating elements grounded in the relevant literature (e.g., Cuvo et al., 2001; Nabors et al., 2001; Thaut, 1984). Additionally, an individualized music therapy intervention using the outdoor music center was designed and implemented. This intervention was based on an integrated therapy model by the classroom teachers and continued by the target children’s peers. 6.2 Research Questions The purpose of this study was to evaluate the effects of a musical adaptation of a childcare playground and an individually designed music therapy intervention, to increase peer interaction of four young children with ASD on a playground, implemented by the classroom teachers and subsequently by classroom peers. The specific research questions asked in this experiment were as follows: (1) Does the musical adaptation of a playground (<strong>Music</strong> Hut) increase peer interactions among young children with autism on playgrounds? (2) Does the use of an individually composed song, sung by the teachers and peers, increase positive peer interaction on the playground for young children with autism? (3) Can classroom teachers learn the principles important to music therapy to increase peer interaction on the playground for young children with autism? (4) Do peers participate and model targeted tasks? 6.3 Method 6.3.1 Participants 165 The participants in this study consisted of young children with autism (n=4), typically
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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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Research including well-controlled
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(…) in a behavioral approach chil
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To date, more empirical data are av
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unstructured learning situations (S
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einforcement, and monitoring ongoin
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choices in certain areas, which mig
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week) have a long-term value for yo
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oy, diagnosed with autism, who was
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Wimpory, Chadwick and Nash (1995) e
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However, this statement does not fi
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Although methods and strategies use
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elate to an adult who is not a teac
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programs are not results of researc
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a sequence (e.g., teeth brushing) a
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The answer? None of the above. In f
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they start playing the instruments
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72 model. The philosophy of the pro
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74 (Bredekamp & Copple, 1997). Indi
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76 1982; Tawney & Gast, 1984; Woler
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78 young adults with mental retarda
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80 (1) Does the use of an individua
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82 Phillip tended to have difficult
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84 and behaviors such as spinning a
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86 4.3.2 Setting Video Excerpt 4.2.
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88 (2) Unique song composed for eac
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Figure 4.2. Transcript of ”Song f
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(2) Practice compact disc (CD) acco
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The teachers were asked to include
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experimental control is achieved. S
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verbal (i.e., “Say, ‘Hello.’
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segments for each target behavior.
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Phillip. Phillip was observed for a
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difficult for Ben. Therefore the ro
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greeting routine. On three occasion
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aseline phase. This observation is
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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: programs using an integrated therap
Page 195 and 196: gestures and motor actions and used
Page 197 and 198: turned around in a repetitive patte
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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
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Page 209 and 210: accessible by a wooden wheelchair r
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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
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Page 221 and 222: addressed in the song: improvement
Page 223 and 224: Lucas. “Lucas’ Dance” is a so
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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
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Eric. Eric was observed a total of
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intervention (Condition C) resulted
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small increase in Phillip’s posit
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positive peer interaction and was q
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All data of the target children’s
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Eric. The teachers’ task behavior
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made a difference in Lucas’ posit
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% of Positive Peer Interactions 100
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well as Lucas’ unsupported positi
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% of Positive Interactions and Stay
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100%). The peer-mediated interventi
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Table 6.11. Range (Min% and Max%),
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Eric. Eric was observed a total of
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and engagement ranged from a low of
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Due to the actions that are part of
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What is more, Eric improved his voc
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Both children saw the song interven
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of the song intervention by Phillip
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teacher integrated them into the pr
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Teachers and peers met him on his h
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playground. This finding is consist
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257 We believe your work with the k
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the teacher’s individual working
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above conditions and the nature of
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7. General Discussion This cumulati
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known if other songs or other inter
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collaborative consultation are crit
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play, along with the variety of pla
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families, the public resources, and
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8. Conclusions The conclusions of t
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“In the end, that is the real wor
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REFERENCES Aasgaard, T. (1999). Mus
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Autism Treatment Center of America
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Bornstein, H., Saulnier, K. L., & H
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Cambell, M., Schopler, E., Cueva, J
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Dalrymple, N. J., & Ruble, L. A. (1
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Dunn, W. (1996). Occupational Thera
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Geiger, B. F., Artz, L., Petri, C.
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Greenspan, S. I., & Wieder, S. (199
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Hobson, R. P., & Lee, A. (1998). He
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Hwang, B., & Hughes, C. (2000). The
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Koegel, R. L., O’Dell, C., & Koeg
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Mayer-Johnson, R. (1992). The Pictu
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Morrison, K., & Rosales-Ruiz, J. (1
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Odom, S. L. (2002). Narrowing the q
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Rogers, S. J., & Lewis, H. (1989).
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Schuhmacher, K. (1994). Musiktherap
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Standley, J. M., & Hughes, J. E. (1
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Trillingsgaard, A. (1999). The scri
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Wimpory, D. Chadwick, P., & Nash, S
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Appendix A: Data Sheet Experiment I
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Appendix B: Data Sheet Experiment I
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319 Adults Interaction of peer Inte
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LEBENSLAUF ________________________
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