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

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320 Condition C: Teacher’s Tasks Following (Behaviors) Tasks Yes 1. Enter Music Hut with the dyad 2. Initiate to play and include both children on the children’s level 3. Sing the song with the dyad 4. Model tasks of song: verbalization, body contact, play together, turn taking, choose instrument, guide to other activities in the Music Hut 5. Continue to play in the Music Hut (total length of 10 minutes) Total # Condition D: Peer’s Task Following (Behaviors) Tasks Yes 1. Enter the Music Hut together with the child with autism 2. Initiate to play and include child with autism 3. Sing the song with the child with autism 4. Model tasks of song: verbalization, body contact, play together, turn taking, choose instrument, guide to other activities in the Music Hut 5. Continue to play in the Music Hut (total length of 10 minutes) Total # Field Notes:
LEBENSLAUF ________________________________________________________________ PETRA KERN GEBURTSDATUM 28.9.1968 STAATSANGEHÖRIGKEIT Deutsch GEBURTSORT Aalen SCHULBILDUNG 1975 - 1979 Grundschule, Aalen 1979 - 1985 Schubart-Gymnasium, Aalen 1985 - 1988 Haushalts- und Ernährungswissenschaftliches Gymnasium, Aalen VORPRAKTIKUM 1988 - 1989 Siftung „Haus Lindenhof“, Schwäbisch-Gmünd, Einrichtung für behinderte und alte Menschen STUDIUM 1989 Studium der Medizin an der Eberhard-Karls-Universität Tübingen 1989 - 1994 Studiengang Sozialwesen, Schwerpunkt Musiktherapie an der Fachhochschule Würzburg-Schweinfurt 1997 Musiktherapeutin BVM; Anerkennung durch den Berufsverband der Musiktherapeutinnen und Musiktherapeuten in Deutschland e.V. 2001 Music Therapist, MT-BC; Anerkennung durch das American Certification Board for Music Therapists, Inc., USA. BERUFLICHER WERDEGANG 1994 - 1995 Musiktherapeutin im Kreis-Alten- und Pflegeheim, Würzburg 1995 Musiktherapeutin im Kuratorium „Wohnen im Alter“, Albstift Aalen 1996 - 1997 Musiktherapeutin in der Stiftung „Haus Lindenhof“, Schwäbisch-Gmünd 1996 - 1998 Musiktherapeutin an der Interdisziplinären Frühförderstelle, Sozialpädagogisches Zentrum St. Canisius, Schwäbisch-Gmünd Seit 1999 Research Scholar am Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, USA LEHR-UND FORTBILDUNGSTÄTIGKEITEN 1991 - 1992 Instrumentallehrerin für Klavier an der Musikschule Oberkochen 1996 - 1998 Kursleiterin des Familienbildungswerks, Aalen 1996 - 1999 Lehrbeauftragte an der Berufsfachschule für Altenpflege, DAG Aalen 1996 - 2000 Referentin bei der Fortbildungsdozentur Süd, Fortbildungsmaßnahmen für Einrichtungen der Behindertenhilfe, Schwäbisch Hall 1996-2001 Lehrbeauftragte bei der Ganzheitlichen Bildung, Weiterbildungszweig Altentherapeut/Altentherapeutin, Nürnberg Seit 2001 Lehrbeauftragte bei Pluspunkt, Weiterbildung in der Altenpflege, Nürnberg
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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
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100%). The peer-mediated interventi
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Table 6.11. Range (Min% and Max%),
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Eric. Eric was observed a total of
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and engagement ranged from a low of
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Due to the actions that are part of
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What is more, Eric improved his voc
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Both children saw the song interven
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of the song intervention by Phillip
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teacher integrated them into the pr
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Teachers and peers met him on his h
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playground. This finding is consist
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257 We believe your work with the k
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the teacher’s individual working
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above conditions and the nature of
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7. General Discussion This cumulati
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known if other songs or other inter
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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
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: 319 Adults Interaction of peer Inte
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