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

More documents

Recommendations

Info

228 Table 6.9. Range (Min % and Max %), and Standard Deviation (SD) of peer task behavior for each target child in Condition D. Condition Min Max Eric M SD Min Ben Max M SD Min Max Phillip Lucas M SD Min Max D N/A N/A N/A N/A 2 5 3.6 0.9 4 5 4.9 0.4 2 5 4.3 1 M SD
% of Positive Peer Interactions 100 80 60 40 20 0 100 80 60 40 20 0 0 1 2 3 4 5 6 7 8 9 10 11 Sessions 5 0 0 0 1 2 3 4 5 6 7 Sessions 100 5 80 60 40 20 0 0 0 1 2 3 4 5 6 7 Sessions 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). 5 4 3 2 1 4 3 2 1 4 3 2 1 Steps of Peers’ Tasks Ben Phillip Lucas Unsupported Interactions Peer Task Behaviors 229
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 24 and 25:
xxiii Figure 6.12 Percentage of pos
Page 26 and 27:
xxv Video Excerpt 6.6 Ben’s perfo
Page 28 and 29:
xxvii
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
Page 73 and 74:
unstructured learning situations (S
Page 75 and 76:
einforcement, and monitoring ongoin
Page 77 and 78:
choices in certain areas, which mig
Page 79 and 80:
week) have a long-term value for yo
Page 81 and 82:
oy, diagnosed with autism, who was
Page 83 and 84:
Wimpory, Chadwick and Nash (1995) e
Page 85 and 86:
However, this statement does not fi
Page 87 and 88:
Although methods and strategies use
Page 89 and 90:
elate to an adult who is not a teac
Page 91 and 92:
programs are not results of researc
Page 93 and 94:
a sequence (e.g., teeth brushing) a
Page 95 and 96:
The answer? None of the above. In f
Page 97:
they start playing the instruments
Page 100 and 101:
72 model. The philosophy of the pro
Page 102 and 103:
74 (Bredekamp & Copple, 1997). Indi
Page 104 and 105:
76 1982; Tawney & Gast, 1984; Woler
Page 106 and 107:
78 young adults with mental retarda
Page 108 and 109:
80 (1) Does the use of an individua
Page 110 and 111:
82 Phillip tended to have difficult
Page 112 and 113:
84 and behaviors such as spinning a
Page 114 and 115:
86 4.3.2 Setting Video Excerpt 4.2.
Page 116 and 117:
88 (2) Unique song composed for eac
Page 119 and 120:
Figure 4.2. Transcript of ”Song f
Page 121 and 122:
(2) Practice compact disc (CD) acco
Page 123 and 124:
The teachers were asked to include
Page 125 and 126:
experimental control is achieved. S
Page 127 and 128:
verbal (i.e., “Say, ‘Hello.’
Page 129 and 130:
segments for each target behavior.
Page 131 and 132:
Phillip. Phillip was observed for a
Page 133 and 134:
difficult for Ben. Therefore the ro
Page 135 and 136:
greeting routine. On three occasion
Page 137 and 138:
aseline phase. This observation is
Page 139 and 140:
arrive before Phillip so that he co
Page 141 and 142:
Ben. In the majority of the initial
Page 143 and 144:
From the comments and reports by th
Page 145 and 146:
part would have changed the target
Page 147 and 148:
Rather, it was the intent to demons
Page 149 and 150:
5. Experiment II: Increasing Indepe
Page 151 and 152:
discussed in the toilet training li
Page 153 and 154:
• The social interaction deficits
Page 155 and 156:
procedure. For accidents, verbal re
Page 157 and 158:
Children with autism frequently hav
Page 159 and 160:
was selected for participation in t
Page 161 and 162:
ecause of the teacher’s and paren
Page 163 and 164:
5.3.2 Setting All experimental sess
Page 165 and 166:
5.3.3 Materials Andy was assessed o
Page 167 and 168:
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
Page 199 and 200:
functioning on the Childhood Autism
Page 201 and 202:
Table 6.1. Continued Name Chronolog
Page 203 and 204:
175 Phillip’s (subject 3) “peer
Page 205 and 206: high school diploma and had been te
Page 207 and 208: to a tree trunk with wooden mallets
Page 209 and 210: accessible by a wooden wheelchair r
Page 211 and 212: 183
Page 213 and 214: 185
Page 215 and 216: Figure 6.3. Transcript of the medle
Page 217 and 218: Figure 6.4. Transcript of the song
Page 219 and 220: 191
Page 221 and 222: addressed in the song: improvement
Page 223 and 224: Lucas. “Lucas’ Dance” is a so
Page 225 and 226: 197
Page 227 and 228: (5) Practice CD accompaniment by a
Page 229 and 230: described in the material section)
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
Page 247 and 248: small increase in Phillip’s posit
Page 249 and 250: positive peer interaction and was q
Page 251 and 252: All data of the target children’s
Page 253 and 254: Eric. The teachers’ task behavior
Page 255: made a difference in Lucas’ posit
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
Page 269 and 270: and engagement ranged from a low of
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
Page 277 and 278: of the song intervention by Phillip
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
Page 297 and 298: play, along with the variety of pla
Page 299 and 300: families, the public resources, and
Page 301 and 302: 8. Conclusions The conclusions of t
Page 303 and 304: “In the end, that is the real wor
Page 305 and 306: REFERENCES Aasgaard, T. (1999). Mus
Page 307 and 308:
Autism Treatment Center of America
Page 309 and 310:
Bornstein, H., Saulnier, K. L., & H
Page 311 and 312:
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
Page 345 and 346:
Appendix B: Data Sheet Experiment I
Page 347 and 348:
319 Adults Interaction of peer Inte
Page 349:
LEBENSLAUF ________________________
show all

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

Create successful ePaper yourself

Delete template?

Save as template?