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

However, this statement does not find strong support in the application of the reversal design,
because experimental control was only established by way of one data point. To measure
consistency in response, it is essential that sufficient stability be exhibited (i.e., stable pattern,
constant trend) (Aldridge, 1996; Holcombe, Wolery & Gast, 1994; Kazdin, 1982; Tawney &
Gast, 1984). The resistance to change in individuals with autism was taken into account for
the first and last intervention phase, but not during the reversal phase. In addition, a
Behavior Change Survey was handed out to parents, teachers and speech therapists. Little or
no change in the child’s communication behavior outside the music sessions was reported.
A study by Bunday (1995) indicate that the use of manual signs in conjunction with
music and speech with children with autism is significantly more effective in achieving
accuracy of imitating signs and spoken words than the use of manual signs in conjunction
with rhythm and speech. These results have been obtained by testing 10 children in a public
school offering a special program for children with autism by using a within-subject design.
Koska’s (1993) research investigation has examined the arm flapping, body swaying,
and appropriate participation of a nine-year-old boy diagnosed with autism while attending
regular elementary music classes in comparison to his special education classes. Data was
collected by analyzing videotaped segments using time sampling techniques. The results
suggest that all three behaviors were less frequent during regular music classes. Detailed
analysis of the activities (i.e., singing, playing, moving, listening) revealed that the subject
was most attentive during listening. Koska concluded: “This data appears to indicate that, for
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