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

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222 Figure 6.12. Percentage of positive peer interactions for Lucas during Conditions A, B, C, and D. % of Positive Peer Interactions 100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 (2) Teachers’ Task Behaviors and Positive Peer Interactions Procedural fidelity data were collected on teachers’ task behaviors during the teacher- mediated intervention (Condition C) to answer the third research question: Can classroom teachers learn the principles important to music therapy to increase peer interaction on the playground for young children with autism? A B C D Sessions Unsupported Interaction Supported Interaction
All data of the target children’s teachers’ task behavior were consistently on a high level, except for Eric’s teachers’ data, which dropped abruptly to a low level of data after the first half of Condition C. Interestingly, the teachers’ task behavior correlated with the positive peer interaction. That is, when the teacher’s task behavior was on a high level, the peer interaction was also on a high level and vice versa. With only one exception, all teachers implemented the intervention on a very high level. Table 6.8. Range (Min% and Max%), Mean (M), and Standard Deviation (SD) of teacher task behavior for each target child in Condition C. Condition Eric Min Max M SD Min Ben Max M SD Min Max Phillip Lucas M SD Min Max C 1 4 2.4 1.4 4 5 4.8 0.4 4 5 4.9 0.4 3 5 4.7 0.6 M SD 223
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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
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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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Page 201 and 202: Table 6.1. Continued Name Chronolog
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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
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
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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
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Page 249: positive peer interaction and was q
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Page 259 and 260: well as Lucas’ unsupported positi
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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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Page 271 and 272: Due to the actions that are part of
Page 273 and 274: What is more, Eric improved his voc
Page 275 and 276: Both children saw the song interven
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Page 279 and 280: teacher integrated them into the pr
Page 281 and 282: Teachers and peers met him on his h
Page 283 and 284: playground. This finding is consist
Page 285 and 286: 257 We believe your work with the k
Page 287 and 288: the teacher’s individual working
Page 289 and 290: above conditions and the nature of
Page 291 and 292: 7. General Discussion This cumulati
Page 293 and 294: known if other songs or other inter
Page 295 and 296: collaborative consultation are crit
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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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