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

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192 Figure 6.5. Transcript of the song ”You and I,” written for Ben addressing social interaction and specific IEP goals. Phillip. “Phillip’s Groove” is a song written for subject 3. A transcription of the song is shown in Figure 6.6. The song builds on Phillip’s available imitation and verbal skills, and musically mirrors his good temperament. The following IEP goals are also
addressed in the song: improvement of verbal skills and sign language, make choices, name peers and self, wait for turns, use appropriate body contact. Phillip’s common approximations of two-word phrases are included in the song. American Sign Language (Bornstein, Saulnier, & Hamilton, 1992) as practiced in Phillip’s class was applied for “all done,” “good-bye,” and “thank you.” For choice making, the children choose one of the instruments in the <strong>Music</strong> Hut and name it in measure two, four, and six. The chosen instrument is introduced on beat four in measures two, four and six. In measures nine and 13, the children name whose turn it is to play. The named child plays along the rhythm of the melody. The use of appropriate body contact was practiced with Phillip by hugging a peer buddy and a teacher’s improvised verse on dancing (added at the second day of intervention). The last verse of the song encourages signing “All done,” “Good-bye” and “Thank you.” Overall, the song provides opportunities for positive peer interaction and purposeful outdoor play. Table 6.4 gives an overview of the IEP goals incorporated in the song “Phillip’s Groove.” Table 6.4. Overview of Phillip’s IEP goals incorporated in the song “Phillip’s Groove.” IEP Goals Song Improvement verbal skills and sign language Make choices Name peers and self Wait for turns Use appropriate body contact Singing the lyrics of the song, signing “All done!,” “Good-bye,” and “Thank you” Choose an instrument in the <strong>Music</strong> Hut Inclusion of peers and Phillip’s name in the lyrics of the song Peer plays 4 measures, Phillips plays four measures afterwards or vice versa Give hugs for “Good-bye” 193
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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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5. Experiment II: Increasing Indepe
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discussed in the toilet training li
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• The social interaction deficits
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procedure. For accidents, verbal re
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Children with autism frequently hav
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was selected for participation in t
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ecause of the teacher’s and paren
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5.3.2 Setting All experimental sess
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5.3.3 Materials Andy was assessed o
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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
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Page 201 and 202: Table 6.1. Continued Name Chronolog
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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 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 223 and 224: Lucas. “Lucas’ Dance” is a so
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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
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
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Page 251 and 252: All data of the target children’s
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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
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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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