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

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classroom peers had Down Syndrome and another had Pfeiffers Syndrome. Lucas’ (subject
2) “peer buddies, were Kayla, a 3-year, 4-month-old African-American girl, and Megan, a 2-
year, 10-month-old European-American girl. Two other “peer buddies” were involved prior
to Megan. However, they were replaced very early in the intervention because of frequent
absences.
Classroom Teachers. The teachers participating in the study were all FPG childcare
program staff. Three lead teachers and three assistant teachers, all female, implemented the
intervention. Teachers participated based on their interest in the study and schedule (i.e.,
teacher’s break times are staggered so that the entire childcare day has coverage). Thus the
lead teachers and one assistant teacher participated more of the time than did the other
teaching assistants.
Eric’s (subject 1) lead teacher had a master’s degree and was certified in Early
Childhood Education. She had taught young children for two years. The teaching assistant
had a high school diploma and had been teaching at the childcare program for two years.
Neither teacher had prior experience with music therapy interventions.
Ben’s and Phillip’s (subject 2 and 3) lead teacher had a bachelor’s degree and was
certified in Early Childhood Education. At the time of the study, she was taking classes
toward a master’s degree in Early Childhood Education. She had taught preschool children
at the childcare program for five years. In this study, she implemented the intervention for
Ben. The classroom’s teaching assistant implemented the intervention for Phillip. She had a