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

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ZUSAMMENFASSUNG Anwendung eines musiktherapeutischen kollaborativen Beratungsansatzes zur Integration von Kleinkindern mit Autismus in einer Kindertageseinrichtung HINTERGRUND. Kleinkinder mit der Diagnose Autistisches Syndrom werden zunehmend in Kindertageseinrichtungen integriert und erhalten ihre therapeutischen Massnahmen im Kontext der alltäglichen Gruppenaktivitäten und routinemäßigen Tagesabläufe. Dafür gibt es mindestens drei Gründe: (a) um Stigmatisierung und Isolation zu minimieren, (b) um die im kindlichen Umfeld natürlich vorhandenen Lernmöglichkeiten zu nutzen, und (c) um die Anzahl an lernfördernden Erfahrungen zu erhöhen. Trotz weitverbreiteter Studien zur Kindergartenintegration hat sich noch keine Forschungsarbeit mit der Wirkungsweise von musiktherapeutischen Interventionen auf die integrationsfördernde Behandlung von Kleinkindern mit frühkindlichem Autismus in Kindertageseinrichtungen unter Anwendung eines kollaborativen Beratungsmodells beschäftigt. ZIELSETZUNG. Zielsetzung dieser kumulativen Studie ist, die Wirkung zu überprüfen, die in das Alltagsleben eingebettete musiktherapeutische Interventionen auf die Handlungsfähigkeit von Kleinkindern mit frühkindlichem Autismus während für sie schwieriger Gruppen- und Tagesabläufe in einer integrativen Kindertageseinrichtung haben können. Die zentralen Forschungsfragen sind: (1) Verbessern individualisierte musiktherapeutische Interventionen das selbständige Handeln der Zielgruppe während spezifischer Routinen?, und (2): Können Erzieherinnen Interventionen, die auf musiktherapeutischen Grundprinzipien beruhen, innerhalb der normalen Gruppenaktivitäten und -abläufe ausführen, sofern musiktherapeutische kollaborative Beratung angeboten wird? INTERVENTIONEN. Die Interventionen fokussieren Schwierigkeiten, denen die ausgewählten Kinder gegenüberstehen, und zwar (a) während der morgendlichen Begrüßungsroutine (Experiment I), (b) bei Aufgaben innerhalb des üblichen Tagesablaufs, die mehrere Schritte einer komplexen Handlung umfassen (Experiment II), und (c) bei der Peerinteraktion auf dem Spielplatz der Kindertageseinrichtung (Experiment III). Um das selbständige Handeln der ausgewählten Kinder zu verbessern, werden sieben Lieder komponiert und zwei den Kindern bereits bekannte Lieder verwendet; darüber hinaus wird der Kinderspielplatz um ein Musikpavillon ergänzt. Beim Design der Interventionen und der Liedentwicklung, werden individuelle pädagogische Ziele der Kinder sowie Strategien, die generell bei Kindern mit frühkindlichem Autismus angewendet werden berücksichtigt. Kollaborative Beratung, einschließlich Mitarbeitertraining, werden vor und während jeder Intervention gewährleistet. METHODE. Die Wirkung der Liedinterventionen wird durch die Anwendung von experimentellen Einzelfallstudiendesigns ausgewertet, die zu einem kumulativen Fallstudiendesign zusammengefasst werden. viii
Page 1: Institut für Musiktherapie, Lehrst
Page 4 and 5: iii
Page 6 and 7: v unique greeting songs implemented
Page 10 and 11: ix Experiment I: Teilnehmer dieser
Page 12 and 13: xi ventionen erfolgreich einzusetze
Page 14 and 15: xiii Extraordinary thanks to Linn W
Page 16 and 17: xv 2.1.4.1 Music Therapy and Childr
Page 18 and 19: xvii 4.5 Discussion ……………
Page 20 and 21: xix LIST OF TABLES Table 3.1 Partic
Page 22 and 23: xxi LIST OF FIGURES Figure 4.1 “H
Page 24 and 25: xxiii Figure 6.12 Percentage of pos
Page 26 and 27: xxv Video Excerpt 6.6 Ben’s perfo
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Page 30 and 31: 2 improve their social skills and a
Page 32 and 33: 4 documented by few (Furman, 2001,
Page 34 and 35: 6 playgrounds promotes the developm
Page 37 and 38: 2. Literature Review 2.1 Early Inte
Page 39 and 40: programs, is called inclusion (Buys
Page 41 and 42: acknowledges that each child is uni
Page 43 and 44: expertise, but may work on the same
Page 45 and 46: group activities and planning. Teac
Page 47 and 48: incorporated principles of normaliz
Page 49 and 50: curricula for young children with s
Page 51 and 52: questionable reliability, the follo
Page 53 and 54: Lesson plans addressing communicati
Page 55 and 56: for students with deaf/hard-hearing
Page 57 and 58: 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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play, along with the variety of pla
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families, the public resources, and
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8. Conclusions The conclusions of t
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“In the end, that is the real wor
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REFERENCES Aasgaard, T. (1999). Mus
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Autism Treatment Center of America
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Bornstein, H., Saulnier, K. L., & H
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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
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Appendix B: Data Sheet Experiment I
Page 347 and 348:
319 Adults Interaction of peer Inte
Page 349:
LEBENSLAUF ________________________
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