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

268
adherence to the intervention model was far more categorical, laid out as it was in a series of
concrete, methodical steps from which little if any departure was possible.) At this early
stage of the literature, however, it is important to recognize the major finding that, in this one
experiment where fidelity was taken into account, fidelity indeed seemed to correlate
strongly with the level of children’s peer interactions. The implications of this finding for the
legitimacy of the field of music therapy cannot be underestimated.
Peer-mediated strategies, as used in Experiment III, are effective in increasing peer
interactions and meaningful play on the playground, and thus constitute a fifth key finding in
this inquiry. This finding is similar to that in earlier research, showing that peer-mediated
strategies are a powerful means of improving social interaction of children with autism and
their typically developing peers in the context of classroom activities (DiSalvo & Oswald,
2002; Goldstein et al., 1992; McGee et al., 1992; Strain et al., 1979). This study expands
upon previous studies by showing that peer-mediated strategies can also be applied on
playgrounds. Contrary to some previous studies including children with other disabilities
than autism (e.g., Odom et al., 1992), the teachers’ support was never fully withdrawn. A
minimum of ongoing mediation and encouragement from teachers was needed.
These findings support the proposed clinical guidelines for promoting peer interaction
and inclusion of children with special needs on playgrounds. That is, teacher-directed
activities are necessary to increase social experiences and involvement of children with
special needs on playgrounds (Nabors & Badawi, 1997; Nabors et al., 2001; Stine, 1997;
Wortham & Wortham, 1989). The “free choice” that is considered a natural part of outdoor