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

212
Table 6.6. Interobserver agreement for each target child in conditions A, B, C, and D.
Participants Condition A, in % Condition B, in % Condition C, in % Condition D, in %
Eric 99.3 99.6 98.3 N/A
Ben 99.5 99.4 98 93.8
Phillip 99.3 99.5 96.6 97.0
Lucas 99.8 99.5 96.7 98.0
Overall 99.5 99.5 97.4 96.3
6.4.2 Outcome Data
The outcome data of Experiment III are presented in the following order:
(1) Positive Peer Interactions
(2) Teacher’s Task Behaviors and Positive Peer Interactions
(3) Peer’s Task Behaviors and Unsupported Positive Peer Interactions
(4) Positive Peer Interactions and Stays in the Music Hut
(5) Play and Engagement
(1) Positive Peer Interactions
All children with autism had few interactions with their peers during baseline
condition (M=3.2%). After the adaptations of the playground (Music Hut), peer interactions
increased slightly, but stayed at a very low level (M=7.1%). During the teacher-mediated
intervention phase (Condition C), meanwhile the peer interactions increased substantially for
all children. This change was abrupt and stayed high through out the entire condition
(M=66.2%). During the peer-mediated intervention (Condition D), the supported peer