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

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232 intervention (Condition D), the target children continued to stay in the Music Hut. The positive peer interaction appeared slightly lower than in Condition C, but remained a high level nonetheless. Table 6.10. Range (Min% and Max%), Mean (M%), and Standard Deviation (SD) of stays in the Music Hut for each target child by Conditions B, C, and D of Experiment III. Condition Min Max Eric M SD Min Ben Max M SD Min Max Phillip Lucas M SD Min Max B 2.5 90.0 28.1 34.5 0.0 50.0 15.7 12.8 2.5 62.5 16.9 15.7 2.5 80.0 23.0 20.7 C 27.5 77.5 52.3 18.8 85.0 100 98.1 4.0 70.0 100 96.1 7.9 50.0 100 90.8 15.9 D N/A N/A N/A N/A 65.0 100 92.3 10.7 95.0 100 97.8 2.1 82.5 100 92.8 5.4 M SD
% of Positive Interactions and Stays in the Music Hut 100 80 60 40 20 0 100 80 60 40 20 0 80 60 40 20 0 A B C 0 5 10 15 20 25 A B C D Sessions 0 5 10 15 20 25 30 35 40 45 50 55 Sessions 100 00 05 10 15 20 25 30 35 40 45 50 55 60 Sessions 100 80 60 40 20 0 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 Sessions Figure 6.15. Percentage of positive peer interactions and stays in the Music Hut for Eric (top panel), Ben (second panel), Phillip (third panel), and Lucas (bottom panel) in all conditions. Eric Ben Phillip Lucas Positive Interaction In Music Hut 233
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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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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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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 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
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Page 251 and 252: All data of the target children’s
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Page 259: well as Lucas’ unsupported positi
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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
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
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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
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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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