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

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xxiii Figure 6.12 Percentage of positive peer interactions for Lucas during Conditions A, B, C, and D …………………………………………… 222 Figure 6.13 Teacher’s Task behaviors and positive peer interactions in Condition C for Eric (top panel), Ben (second panel), Phillip (third panel), and Lucas (bottom panel) ……………………………… 224 Figure 6.14 Peer’s task behaviors and positive peer interactions in Condition D for Ben (top panel), Phillip (middle panel), and Lucas (bottom panel) ……………………………………………………….. 229 Figure 6.15 Percentage of positive peer interactions and stays in the <strong>Music</strong> Hut for Eric (top panel), Ben (second panel), Phillip (third panel), and Lucas (bottom panel), in all conditions ….….……………………….. 233 Figure 6.16 Percentage of play and engagement and stays in the <strong>Music</strong> Hut for Eric (top panel), Ben (second panel), Phillip (third panel), and Lucas (bottom panel), in all conditions …………………………………….. 238
LIST OF VIDEO EXCERPTS Video Excerpt 4.1 Phillip’s morning greeting time behaviors during baseline xxiv condition ………………………………………………………… 83 Video Excerpt 4.2 Ben’s morning greeting time behaviors during baseline condition ……………………………………………...………… 86 Video Excerpt 4.3 Phillip, his classroom peers, parents and teachers during a song intervention session (Condition B) of the morning greeting routine …………………………………………………. 111 Video Excerpt 4.4 Ben, his classroom peers, and teachers during a modified intervention session (Condition C) of the morning greeting routine …………………………….…………………………… 115 Video Excerpt 5.1 Andy performing the multiple steps included in cleaning-up during lyric intervention and song intervention ………..……… 157 Video Excerpt 6.1 Video collage of Eric’s typical playground behaviors during baseline condition ………….…………………………… 167 Video Excerpt 6.2 Video collage of Ben’s typical playground behaviors during baseline condition ………….…………………………..……… 169 Video Excerpt 6.3 Video collage of Phillip’s typical playground behaviors during baseline condition ………….………………………………..… 170 Video Excerpt 6.4 Video collage of Lucas’ typical playground behaviors during baseline condition ………….………………………………..… 172 Video Excerpt 6.5 Eric’s performance during the teacher-mediated intervention phase of the playground interaction study ……………..………. 245
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 18 and 19: xvii 4.5 Discussion ……………
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 26 and 27: xxv Video Excerpt 6.6 Ben’s perfo
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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
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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
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(3) Familiar, pre-composed song for
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Task #1: Hand-washing. The already
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equally. The different effects of t
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Appendix B. • Did not do it was r
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Table 5.1. Interobserver agreement
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Number of Independent Steps Alterna
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5.5 Discussion The major purpose of
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In spite of the short intervention
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Therefore, Andy accomplished all st
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From this study, the following conc
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6. Experiment III: Increasing Peer
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programs using an integrated therap
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music center (Music Hut) was design
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gestures and motor actions and used
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turned around in a repetitive patte
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functioning on the Childhood Autism
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Table 6.1. Continued Name Chronolog
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175 Phillip’s (subject 3) “peer
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high school diploma and had been te
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to a tree trunk with wooden mallets
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accessible by a wooden wheelchair r
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183
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185
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Figure 6.3. Transcript of the medle
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Figure 6.4. Transcript of the song
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191
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addressed in the song: improvement
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Lucas. “Lucas’ Dance” is a so
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197
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(5) Practice CD accompaniment by a
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described in the material section)
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• how to communicate a positive a
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experimental control can be achieve
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follows: (a) The observer used a CD
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(2) Task behaviors of teacher and p
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6.4 Results 6.4.1 Interobserver Agr
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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
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
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Appendix B: Data Sheet Experiment I
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319 Adults Interaction of peer Inte
Page 349:
LEBENSLAUF ________________________
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