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

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172 imitation of his vocalization and repetitive movements, drew his attention. Dancing, spinning around, tickling and squeezing him seemed to be pleasurable for him. Video Excerpt 6.4. Video collage of Lucas’ typical playground behaviors during baseline condition. Table 6.1. Summary of characteristics for each subject. Name Chronological Age Eric 3 years 4 months Developmental Information Used objects and nonspeech sounds to communicate Good imitation skills Short attention span for play Minimal interaction with peers Ben 4 years Three-word phrases and gesture, not directed to others to communicate Imitation of words, sounds, and motor actions, when directly modeled Deficits in constructive and pretend play activities Engagement in repetitive patterns Minimal interest in peers Playground Behavior Musical Preferences and Behaviors Motor activities such as riding a tricycle, digging in the sand, running around sought Interested in peers’ activities, inappropriate interaction with peers, few initiations from peers Strolled and ran aimlessly around Turned around in repetitive patterns while singing and signing familiar songs Kneeled in the sandbox, or observed the bunny in a hutch Rare interaction with peers, no initiations from peers Vocalization to songs and own activities Motivated engagement in rhythm and music activities Preference for rhythmbased music Vocalization to songs and own activity Video and computer games including music Musical activities such as singing, dancing, drumming Preference for soft and mellow music Accomplishment of tasks when accompanied with familiar songs
Table 6.1. Continued Name Chronological Age Phillip 4 years 9 months Lucas 3 years 9 months Developmental Information Two-word phrases, gesture, and non-speech sounds to communicate Imitation sounds and cues Deficits in range of interests and play skills Engagement in repetitive patterns Interest in peers, inappropriate interaction with peers Objects and gestures to communicate Short attention span for play, only with maximal adults help Frequently engagement in repetitive patterns Interest in peers, minimal or inappropriate interaction with peers Playground Behavior Musical Preferences and Behaviors Wandered aimlessly around Engaged in respective patterns such as flapping his arms, spinning a leaf or stick Sat absent on a bench or rode tricycle, when prompted by adults Interested in peers, inappropriate interaction, peers give him negative role or avoid him Motor activities such running around and following moving objects sought Engaged in repetitive patterns such as spinning objects or body rocking Minimal or negative peer interaction, scared of peers, negative role among peers Musical activities such as singing and dancing Playing the drum, which functioned as motivator and reward Preference for rhythm Play activities accompanied by vocalization Music combined with movement and fast changing sequences Responded well to long sounding instruments, rhythm and imitation of his vocalization and movements Classroom Peers. In addition to the target children, 32 other children with and without disabilities, ages two to five years old, participated in this study. Peers included both males and females from different ethnic groups. The classroom peers participated in the study voluntarily. More specifically, children who came forward to interact with the target children were included in the intervention. Thus, two peers in each classroom were formally selected to act as “peer buddies” for each target child, and were trained by the teachers to 173
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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
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Ben. In the majority of the initial
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From the comments and reports by th
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part would have changed the target
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Rather, it was the intent to demons
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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
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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
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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
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Page 227 and 228: (5) Practice CD accompaniment by a
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Page 231 and 232: • how to communicate a positive a
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Page 239 and 240: 6.4 Results 6.4.1 Interobserver Agr
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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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