The Effects of Music Play Instruction on Language Behaviors of Children with Developmental Disabilities, Ages Three to Six PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects of Music Play Instruction on Language Behaviors of Children with Developmental Disabilities, Ages Three to Six PDF full book. Access full book title The Effects of Music Play Instruction on Language Behaviors of Children with Developmental Disabilities, Ages Three to Six by Lorrie Steen Stringer. Download full books in PDF and EPUB format.
Author: Lorrie Steen Stringer
Publisher:
ISBN:
Category : Developmentally disabled children
Languages : en
Pages : 222
Get Book Here
Book Description
Author: Lorrie Steen Stringer
Publisher:
ISBN:
Category : Developmentally disabled children
Languages : en
Pages : 222
Get Book Here
Book Description
Author: Alice M. Hammel
Publisher: Oxford University Press
ISBN: 0199831270
Category : Music
Languages : en
Pages : 261
Get Book Here
Book Description
A practical guide & reference manual, Teaching Music to Students with Special Needs addresses special needs in the broadest possible sense to equip teachers with proven, research-based curricular strategies that are grounded in both best practice and current special education law. Chapters address the full range of topics and issues music educators face including parental involvement, student anxiety, field trips and performances, and assessment strategies. The book concludes with an up-to-date section of resources and technology information.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 644
Get Book Here
Book Description
Author: Jamie Erin Sussman
Publisher:
ISBN:
Category :
Languages : en
Pages : 138
Get Book Here
Book Description
The purpose of this study was to determine the effect of music on peer awareness in preschool age children with developmental disabilities. Specifically, this study sought to find which combinations of musical and play elements produced the longest durations of sustained attention towards peers and the highest frequency of alternating attention from peer to peer. Nine children between the ages of two and six who had been diagnosed with a developmental disability participated in four sessions with the researcher. During each session, the children participated in activities targeting peer awareness that incorporated music and play elements. Behavioral data were recorded representing the children's sustained and alternating attention towards peers. Results indicated that children sustained attention towards peers for the longest durations and alternated attention from peer to peer at the highest frequencies during activities that utilized a musical object within a nonmusical or play-based context.
Author: Michelle L. Chinn Cannon
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 159
Get Book Here
Book Description
"Autism spectrum disorder, also referred to as autism, is a complex and heterogeneous neurodevelopmental condition characterized by deficits in social communication, delayed or absent language development, and restricted or repetitive behaviors. Finding an appropriate, effective, and affordable intervention that targets these differences may increase access of children with autism to treatment that improves their quality of life, independence, and productivity, while reducing lifetime care costs. The premise of this exploratory study was that music instruction may serve as an appropriate, effective, and affordable intervention for children with autism. Previous researchers noted that children with autism have both an affinity for and ability in music, while neuroscientists demonstrated increased cortical growth and neural network responses among musicians. At the onset of the current study, no published research studies were found that explicitly examined effects of musical training on both neural activity and adaptive behaviors of children with autism. The purpose of this exploratory research study was to investigate the effects of instrumental music instruction on neurophysiological responses and adaptive behaviors of children with autism. Fourteen children with autism participated in the current study. During a 20-week period, a control group (n = 7) received 30 minutes of non-music intervention per week, and an experimental group (n = 7) received 30 minutes of music intervention (i.e., violin instruction) per week. Before and after the intervention period, neurophysiological and adaptive behavioral data were collected from control and experimental groups. The 14 participants of the study were assigned randomly to either the control (i.e., non-music intervention group), or the experimental (i.e., music intervention group). Eleven children completed the behavioral segment of this study, five in the control group and six in the experimental group. As compared to the non-music intervention group, experimental participants displayed significant gains in Expressive Communication (p =.018). Increases in Interpersonal Socialization by the music intervention group also approached significance (p = .057). The researcher found a moderately large effect size for Expressive Communication (r = .694), and for Interpersonal Socialization (r = .589), accounting for approximately 40% and 35% of the variances of the two adaptive behaviors before and after music intervention, respectively. Eight children completed the neurophysiological segment of this study, three in the control group and five in the experimental group. Results revealed several trends in the differences between the control and experimental intervention groups' postintervention neurophysiological responses. While changes were not observed among the non-music group's pre- and post-intervention cortical activity, changes were observed among the experimental group's cortical activation in areas associated with social and language learning. These findings supported the premise that instrumental music study may serve as an appropriate, effective, and affordable intervention, targeting the hallmark behaviors of autism and potentially associated cortical areas."--Abstract from author supplied metadata.
Author: Petra Kern
Publisher: Jessica Kingsley Publishers
ISBN: 0857004859
Category : Psychology
Languages : en
Pages : 306
Get Book Here
Book Description
This comprehensive book includes an overview of recent developments in ASD and effective music therapy interventions based on ASD-specific approaches, instructional strategies and techniques for use in children's natural environments. Therapists wishing to conduct family-centered practice and to support parents integrate music into home routines will find a wealth of information, together with insights from music therapists who are parents of children with ASD. The book also looks at collaboration and consultation with interdisciplinary team members, including early childhood educators, speech-language pathologists and occupational therapists. Case scenarios, examples, checklists, charts, tip sheets, music scores, and online resources make this book accessible for everyone. Throughout the book's sixteen chapters, renowned experts share knowledge and practical applications that will give music therapists, students, professionals, educators, families and anyone interested in working with young children with ASD, a detailed understanding of the implementation and range of music therapy practices that can benefit these children and their families.
Author: Jane Barrow-Moore
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 98
Get Book Here
Book Description
The purpose of this study was to investigate if using music during instruction would increase the responses of children with autism. Specific objectives for this study included social skills of speech, sharing/tum taking, and eye contact. Six sessions were conducted, three without music and three using music speCifically designed to address the specific targeted goals of this study. Data was collected using an observer approach during regular classroom instruction and tally marks were made for every response achieved. A comparison between the results of the conventional teaching methods and that of using music during instruction showed using music tended to increase awareness and attention of the participants perhaps allowing them to have more positive responses. Although the results indicated there was significant improvement when music was used for some students, not all students showed anymore improvement then when using conventional teaching methods. This research was done during a three week period thus the long term effects of participants continuing to exhibit these new learned behaviors are unknown. Future recommendations would be to involve a larger, more diverse group of participants with a longer time period to collect and analyze data to ensure that using music therapy in the special education environment would truly enhance and benefit those who receive it.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
Get Book Here
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1724
Get Book Here
Book Description
