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

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“One sees clearly only with the heart. Anything essential is invisible to the eyes.” ‘The little prince’ by Antoine de Saint-Exupéry, 1943 Mentor: Prof. David Aldridge, Ph.D. 1. Gutachter: Prof. Dr. rer. medic. Lutz Neugebauer 2. Gutachter: Prof. Mark Wolery, Ph.D. Akademiereferent: Prof. Dr. rer. medic. Lutz Neugebauer Tag der Disputation: 19. April, 2004
Page 1: Institut für Musiktherapie, Lehrst
Page 5 and 6: ABSTRACT Using a Music Therapy Coll
Page 7 and 8: Experiment III: This investigation
Page 9 and 10: ZUSAMMENFASSUNG Anwendung eines mus
Page 11 and 12: waschen (Liedintervention M=66% geg
Page 13 and 14: ACKNOWLEDGEMENTS I would like to ta
Page 15 and 16: TABLE OF CONTENTS Chapter Page List
Page 17 and 18: 2.2.5.1 Benefits of Music Therapy f
Page 19 and 20: xviii 6.3.2 Setting ……………
Page 21 and 22: task behavior for each target child
Page 23 and 24: Figure 6.1 Playground equipment, in
Page 25 and 26: LIST OF VIDEO EXCERPTS Video Excerp
Page 27 and 28: LIST OF AUDIO EXCERPTS Audio Excerp
Page 29 and 30: 1. Introduction “Children are the
Page 31 and 32: 1996). Occupational therapists (Dun
Page 33 and 34: greeting routine, (b) multiple-step
Page 35: The effects of the music therapy in
Page 38 and 39: 10 Dunst et al., 1996; McWilliam, T
Page 40 and 41: 12 The importance of the natural en
Page 42 and 43: 14 Bricker, 1993; Wolery & Wilbers,
Page 44 and 45: 16 The following continuum of six m
Page 46 and 47: 18 by family interviews and observa
Page 48 and 49: 20 therapy assessment tools (e.g.,
Page 50 and 51: 22 models, including hierarchies of
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24 peers, both with and without spe
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26 to the needs of individuals and
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28 across disciplines, and the musi
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30 frequency of autism, or simply r
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32 the literature (e.g. Accardo, Ma
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34 to give me any chance to prepare
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36 Because each child has unique st
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38 2.2.3.3 Complementary Therapies
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40 manifested under IDEA (U.S.C. 14
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42 incorporated, and systematic str
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44 (ABA). Application of the behavi
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46 Social development. Intervention
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48 children with autism, regardless
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50 • highly supportive teaching e
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52 • facilitate verbal and nonver
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54 developing children. In an exper
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56 describe the further process as
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58 this particular subject, being m
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60 individual growth toward indepen
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62 accommodating the need for struc
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64 She states: “I have perfect pi
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66 recordings. He has met and playe
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68 The drum creates the rhythm, whi
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3. Methods Given the importance of
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(ADOS), Vineland Adaptive Behavior
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were part of the curriculum and pra
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4. Experiment I: Increasing Indepen
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good-bye songs with young children
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Subject 1. Phillip was a 3-year, 5-
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Both teachers participated based on
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watching videos including music. Ad
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parents signed the child in and had
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over the picture symbol showing the
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92 Figure 4.3. Transcript of ”Son
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94 • how to be prepared for the t
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96 matched each of the five steps o
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98 4.3.6 Measurements The following
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100 the “Hello” symbol from Ben
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102 Table 4.2. Interobserver agreem
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104 Number of Independent Responses
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106 \ Number of Independent Respons
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108 4.5 Discussion The purpose of E
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110 A number of observations relate
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112 Figure 4.7. Transcript of the s
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114 the twentieth session, during w
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116 In addition, the greeting song
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118 This study admittedly has sever
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120
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122 Therefore, using songs to cue o
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124 and cerebral palsy). After 10 t
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126 directions, skills to communica
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128 Quite a few commercial instruct
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130 5.2 Research Questions One purp
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132 Singing was employed by his tea
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134 1991) was given to her prior th
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136 down the stepping stool, went t
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138 to kill germs. The classroom te
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142 at 9:30 am, and clean up before
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144 toileting routine were climb up
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146 direct observation using event
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148 5.3.7 Reliability Interobserver
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150 turned the water on, on others
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152 Toilet Training. Andy’s indep
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154 the routine was implemented. In
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156 However, the ATD was used becau
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158 that familiar and sung material
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160 From this study, a number of qu
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162 children with special need ages
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164 proposed for constructing safe
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166 developing children and childre
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168 Subject 2. Ben was a 4- year ol
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170 information with functional lan
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172 imitation of his vocalization a
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174 play with their classmate with
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176 classroom peers had Down Syndro
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178 and therapists on the playgroun
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180 The daily preschool schedule in
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182 (2) Songs for the Music Hut. A
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184
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186
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188 cheerful personality musically.
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190 Ben. “You and I” is a song
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Page 222 and 223:
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196 Table 6.5. Overview of Lucas’
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200 data collection, unless it was
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202 o by holding the target child
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204 Peer-Mediated Intervention Proc
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206 intervention (i.e., the additio
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208 was evaluated as a negative int
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210 6.3.7. Reliability Interobserve
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212 Table 6.6. Interobserver agreem
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214 A B C D 100 80 Eric 60 40 20 0
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216 Figure 6.9. Percentage of posit
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218 Figure 6.10. Percentage of posi
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220 % of Positive Peer Interactions
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222 Figure 6.12. Percentage of posi
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224 % of Positive Peer Interactions
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226 Phillip. The teacher’s task b
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228 Table 6.9. Range (Min % and Max
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230 Ben. The peers’ task behavior
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232 intervention (Condition D), the
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234 Eric. The top panel of Figure 6
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236 stayed more than 20%. Adaptatio
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238 % of Play and Engagement and St
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240 Phillip. The third panel of Fig
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242 the song and play activity, alt
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244 playground, while Eric’s teac
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246 teachers faced some challenging
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248 To support and motivate Ben’s
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250 routine. Jacky was able to get
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252 was very low (M= 4.0). With the
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254 Music Hut with his peers for 10
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256 The unique songs matching each
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258 procedural fidelity data show,
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260 enrolled in other classrooms, m
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262 playgrounds. Studies are also n
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264 The studies presented here expa
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266 and without disabilities, are n
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268 adherence to the intervention m
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270 preschool children, in which mu
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272 Integrated therapy has its limi
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274 • Music therapy training prog
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276
Page 306 and 307:
278 Alvin, J., & Warwick, A. (1991)
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280 Barney & Friends (1992). Clean
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282 Brunk, B. K., & Coleman, K. A.
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284 Cole, K. N., Harris, S. R., Ela
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286 Dempsey, I., & Foreman, P. (200
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288 Frank Port Graham Child Develop
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290 Goldstein, H. L., Kaczmarek, L.
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292 Halle, J. W., Marshall, A. M.,
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294 Hulsegge, J., & Verheul, A. (19
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296 Kaplan, M., Edelson, S. M., & S
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298 Lazar, I., & Darlington, R. (19
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300 McWilliam, R. A. (2000). Recomm
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302 Neelly, L., Kenney, S., & Wolf,
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304 Prizant, B., & Wetherby, A. (19
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306 Schmid, W., & Janssen, W. (2001
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308 Simpson, J. (2003). Your action
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310 Tawney, J. W., & Gast, D. L. (1
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312 Wigram T. (1995). A model of as
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314 Wolery, M., & Wilbers, J. (Eds.
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316 Name: _________________________
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318 Appendix C: Data Sheet Experime
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320 Condition C: Teacher’s Tasks
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