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

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286 Dempsey, I., & Foreman, P. (2001). A review of educational approaches for individuals with autism. International Journal of Disabilities, Development and Education, 48 (1), 103-116. Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15 (3), 163-169. DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17 (4), 198-207. Division of Early Childhood (DEC) Task Force on Recommended practices. (1993). DEC recommended practices: indicators of quality in programs for infants and young children with special needs and their families. Reston, VA: Council for Exceptional Children. Division of Early Childhood (DEC) (1998). Position on services for children birth to age eight with special needs and their families. Retrieved March 28, 2003 from the Internet: http://www.dec-sped.org/positions/birth08.html/. Division of Early Childhood (DEC) (2000). Position on inclusion. Retrieved March 28, 2003 from the Internet: http://www.dec-sped.org/positions/inclusio.html/. Doherty, K., McNally, P., & Sherrard, E. (2000). I have autism: What’s that? Belfast, Northern Ireland: Parents & Professionals & Autism. Donnellan, A. M., Mirenda, P. L., Mesaros, R. A., & Fassbender, L. L. (1984). Analyzing the communicative functions of aberrant behavior. Journal of the Associations of Persons with Severe Handicaps, 9, 201-212. Doyle, P. M., Wolery, M., Gast, D. L., Ault, M. J., & Wiley, K. (1990). Comparison of constant time delay and the system of less prompts in teaching preschoolers with developmental delays. Research in Developmental Disabilities, 11, 1-22. Dunn, W. (1990). A comparison of service provision models in school-based occupational therapy services: A pilot study. The Occupational Therapy Journal of Research, 10, 300-320.
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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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accessible by a wooden wheelchair r
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183
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185
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Figure 6.3. Transcript of the medle
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Figure 6.4. Transcript of the song
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191
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addressed in the song: improvement
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Lucas. “Lucas’ Dance” is a so
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197
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(5) Practice CD accompaniment by a
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described in the material section)
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• how to communicate a positive a
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experimental control can be achieve
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follows: (a) The observer used a CD
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(2) Task behaviors of teacher and p
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6.4 Results 6.4.1 Interobserver Agr
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interaction appeared slightly lower
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Eric. Eric was observed a total of
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intervention (Condition C) resulted
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small increase in Phillip’s posit
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positive peer interaction and was q
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All data of the target children’s
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Eric. The teachers’ task behavior
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made a difference in Lucas’ posit
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% of Positive Peer Interactions 100
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well as Lucas’ unsupported positi
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% 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: Dalrymple, N. J., & Ruble, L. A. (1
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 ________________________
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