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Research paper thumbnail of The Effect of Music-Reinforced Nonnutritive Sucking on State of Preterm, Low Birthweight Infants Experiencing Heelstick

Journal of Music Therapy, 2008

Research paper thumbnail of Effect of Field Experiences on Music Therapy Students' Perceptions of Choral Music for Geriatric Wellness Programs

Journal of Music Therapy, 2004

The purpose of the study was to examine the effect of field experiences on music therapy students... more The purpose of the study was to examine the effect of field experiences on music therapy students' perceptions of choral music for geriatric wellness programs. Specifically, the study investigated music therapy students': a) personal comfort working with senior adult singers; b) perceptions of preparation in their educational training to work with senior adults in a choral music wellness program; c) perceptions of senior adults' functioning levels as singers in choral ensembles; d) perceptions of senior adults' functioning levels as learners; and e) willingness to seek additional opportunities to lead senior adults in choral music wellness programs. Comparative analysis using pretest and posttest scores for each grouping was completed. Significant mean score differences were found in the categories of student comfort, preparation, perceptions of singing, and willingness, with gains from pre- to posttest in all categories. The general demographics and perceptions of learning groupings increased and decreased, respectively, though not significantly, following the field experience. Analysis combining all groups, creating an overall pretest and posttest score, was also completed. Results revealed that students felt significantly more positive about choral music being used in wellness programs for senior adults after the field experience.

Research paper thumbnail of The Effect of Parent Training in Music and Multimodal Stimulation on Parent-Neonate Interactions in the Neonatal Intensive Care Unit

Journal of Music Therapy, 2000

Research paper thumbnail of Music in Intervention for Children and Adolescents with Autism: A Meta-Analysis

Journal of Music Therapy, 2004

Research paper thumbnail of Music Educators’ Perceptions of Preparation and Supports Available for Inclusion

Journal of Music Teacher Education, 2014

The purpose of this study was to investigate music educators’ perceptions of their educational pr... more The purpose of this study was to investigate music educators’ perceptions of their educational preparation and the availability of instructional supports to work with students with disabilities in their classrooms/ensembles. Music educators ( N = 1,128) representing all 50 United States responded to a survey fashioned after a similar instrument used by Gfeller, Darrow, and Hedden. Results indicated slight positive increases over the past two decades in regards to types of course offerings, in-service attendance and availability, involvement in the Individualized Education Program process, placement decisions, consultation with special education experts, and provision of adequate preparation time and resource materials/adaptive devices. Results also indicated that current music education practices (e.g., music-specific coursework, workshops, and in-services) created greater feelings of preparedness to work with students with disabilities and increased attendance at additional educati...

Research paper thumbnail of The Effects of Field Experience on Music Education Majors' Perceptions of Music Instruction for Secondary Students with Special Needs

Journal of Music Teacher Education, 2005

Teacher academic preparation is a key component of the successful inclusion of students with spec... more Teacher academic preparation is a key component of the successful inclusion of students with special needs in music classes. Music educators have expressed the feeling of being inadequately prepared to address the needs of special learners (

Research paper thumbnail of An Exploratory Study of the Impact of Field Experiences on Music Education Majors' Attitudes and Perceptions of Music for Secondary Students with Special Needs

Journal of Music Teacher Education, 2007

Research paper thumbnail of Educational Supports for Students With Special Needs: Preservice Music Educators' Perceptions

Update: Applications of Research in Music Education, 2012

Historically, music educators have expressed concerns about inadequate preparation to work with s... more Historically, music educators have expressed concerns about inadequate preparation to work with students with special needs, specifically desiring skills related to instruction adaptation. Research has indicated that educational supports (written words, color coding, icons, echoing, buddy system, and other visual aids) can be particularly successful for teaching students with special needs. To determine if preservice music teachers can employ these supports and determine which are most beneficial in various music settings, preservice music educators (N = 47) completed a 5-week field experience in which they taught general music concepts to secondary students with special needs incorporating educational supports. Participants rated the educational supports of echoing and icons most important when leading various activities to teach concepts in general music and predicted that the educational supports of echoing and other visual aids would be most important when teaching in various ensembles settings. For implementing assessments, participants rated icons and small groups or stations most important. Implications for preservice and in-service teachers are discussed.

Research paper thumbnail of Music Educators' Perceived Effectiveness of Inclusion

Journal of Research in Music Education, 2014

The purpose of this research project was to examine whether music teachers’ perceptions of effect... more The purpose of this research project was to examine whether music teachers’ perceptions of effectiveness of inclusion, curriculum adaptations/modifications, or student achievement had altered from previous research findings 20 years before. A survey based on that used by Gfeller, Darrow, and Hedden was sent to music educators through the United States and returned by 1,194, with all 50 states represented. Results indicate more positive responses as compared with 20 years ago, with participants generally reporting that the students were successfully integrated, their music needs were being met, and they did not hinder the progress of students without disabilities. Additionally, teachers’ responses indicated they were comfortable adapting and/or modifying their regular curriculum to meet the needs of students with special needs and that these students were graded on the same standards of music achievement as the other students in their classes.

Research paper thumbnail of Music and Multimodal Stimulation as Developmental Intervention in Neonatal Intensive Care

Music Therapy Perspectives, 2005

Research paper thumbnail of Surgery Buddies: A Music Therapy Program for Pediatric Surgical Patients

Music Therapy Perspectives, 2003

Research paper thumbnail of Music for the Soul: A Music Therapy Program for Battered Women

Music Therapy Perspectives, 1999

Research paper thumbnail of Preservice Music Teachers' Predictions, Perceptions, and Assessment of Students with Special Needs: The Need for Training in Student Assessment

Journal of Music Therapy, 2007

The purpose of the current study was to examine preservice teachers' predictions and perc... more The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' levels of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders (EDBD) and students with acute cognitive delays (ACD). The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers' perceptions of all students' levels of mastery increased from prediction scores overall. Additionally, preservice teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' levels of mastery of the music education concepts within the curriculum. Implications for music therapists, as consultants in special education, are discussed.

Research paper thumbnail of Preservice Teachers' Predictions, Perceptions, and Actual Assessment of Students with Special Needs in Secondary General Music

Journal of Music Therapy, 2005

The purpose of the current study was to examine preservice teachers' predictions and perc... more The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' level of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders, and students with acute cognitive delays. The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers perceptions of all students' level of mastery increased from predictions scores overall. Additionally, pre-service teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' level of mastery of the music education concepts within the curriculum. Finally, there was no correlation between how the preservice teachers thought students would perform, how they thought the students performed, and how the students actually performed based on assessment data.

Research paper thumbnail of Preservice Teachers' Predictions, Perceptions, and Actual Assessment of Students with Special Needs in Secondary General Music

Journal of Music Therapy, 2005

The purpose of the current study was to examine preservice teachers' predictions and perc... more The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' level of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders, and students with acute cognitive delays. The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers perceptions of all students' level of mastery increased from predictions scores overall. Additionally, pre-service teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' level of mastery of the music education concepts within the curriculum. Finally, there was no correlation between how the preservice teachers thought students would perform, how they thought the students performed, and how the students actually performed based on assessment data.

Research paper thumbnail of The Effect of Music-Reinforced Nonnutritive Sucking on State of Preterm, Low Birthweight Infants Experiencing Heelstick

Journal of Music Therapy, 2008

Research paper thumbnail of Effect of Field Experiences on Music Therapy Students' Perceptions of Choral Music for Geriatric Wellness Programs

Journal of Music Therapy, 2004

The purpose of the study was to examine the effect of field experiences on music therapy students... more The purpose of the study was to examine the effect of field experiences on music therapy students' perceptions of choral music for geriatric wellness programs. Specifically, the study investigated music therapy students': a) personal comfort working with senior adult singers; b) perceptions of preparation in their educational training to work with senior adults in a choral music wellness program; c) perceptions of senior adults' functioning levels as singers in choral ensembles; d) perceptions of senior adults' functioning levels as learners; and e) willingness to seek additional opportunities to lead senior adults in choral music wellness programs. Comparative analysis using pretest and posttest scores for each grouping was completed. Significant mean score differences were found in the categories of student comfort, preparation, perceptions of singing, and willingness, with gains from pre- to posttest in all categories. The general demographics and perceptions of learning groupings increased and decreased, respectively, though not significantly, following the field experience. Analysis combining all groups, creating an overall pretest and posttest score, was also completed. Results revealed that students felt significantly more positive about choral music being used in wellness programs for senior adults after the field experience.

Research paper thumbnail of The Effect of Parent Training in Music and Multimodal Stimulation on Parent-Neonate Interactions in the Neonatal Intensive Care Unit

Journal of Music Therapy, 2000

Research paper thumbnail of Music in Intervention for Children and Adolescents with Autism: A Meta-Analysis

Journal of Music Therapy, 2004

Research paper thumbnail of Music Educators’ Perceptions of Preparation and Supports Available for Inclusion

Journal of Music Teacher Education, 2014

The purpose of this study was to investigate music educators’ perceptions of their educational pr... more The purpose of this study was to investigate music educators’ perceptions of their educational preparation and the availability of instructional supports to work with students with disabilities in their classrooms/ensembles. Music educators ( N = 1,128) representing all 50 United States responded to a survey fashioned after a similar instrument used by Gfeller, Darrow, and Hedden. Results indicated slight positive increases over the past two decades in regards to types of course offerings, in-service attendance and availability, involvement in the Individualized Education Program process, placement decisions, consultation with special education experts, and provision of adequate preparation time and resource materials/adaptive devices. Results also indicated that current music education practices (e.g., music-specific coursework, workshops, and in-services) created greater feelings of preparedness to work with students with disabilities and increased attendance at additional educati...

Research paper thumbnail of The Effects of Field Experience on Music Education Majors' Perceptions of Music Instruction for Secondary Students with Special Needs

Journal of Music Teacher Education, 2005

Teacher academic preparation is a key component of the successful inclusion of students with spec... more Teacher academic preparation is a key component of the successful inclusion of students with special needs in music classes. Music educators have expressed the feeling of being inadequately prepared to address the needs of special learners (

Research paper thumbnail of An Exploratory Study of the Impact of Field Experiences on Music Education Majors' Attitudes and Perceptions of Music for Secondary Students with Special Needs

Journal of Music Teacher Education, 2007

Research paper thumbnail of Educational Supports for Students With Special Needs: Preservice Music Educators' Perceptions

Update: Applications of Research in Music Education, 2012

Historically, music educators have expressed concerns about inadequate preparation to work with s... more Historically, music educators have expressed concerns about inadequate preparation to work with students with special needs, specifically desiring skills related to instruction adaptation. Research has indicated that educational supports (written words, color coding, icons, echoing, buddy system, and other visual aids) can be particularly successful for teaching students with special needs. To determine if preservice music teachers can employ these supports and determine which are most beneficial in various music settings, preservice music educators (N = 47) completed a 5-week field experience in which they taught general music concepts to secondary students with special needs incorporating educational supports. Participants rated the educational supports of echoing and icons most important when leading various activities to teach concepts in general music and predicted that the educational supports of echoing and other visual aids would be most important when teaching in various ensembles settings. For implementing assessments, participants rated icons and small groups or stations most important. Implications for preservice and in-service teachers are discussed.

Research paper thumbnail of Music Educators' Perceived Effectiveness of Inclusion

Journal of Research in Music Education, 2014

The purpose of this research project was to examine whether music teachers’ perceptions of effect... more The purpose of this research project was to examine whether music teachers’ perceptions of effectiveness of inclusion, curriculum adaptations/modifications, or student achievement had altered from previous research findings 20 years before. A survey based on that used by Gfeller, Darrow, and Hedden was sent to music educators through the United States and returned by 1,194, with all 50 states represented. Results indicate more positive responses as compared with 20 years ago, with participants generally reporting that the students were successfully integrated, their music needs were being met, and they did not hinder the progress of students without disabilities. Additionally, teachers’ responses indicated they were comfortable adapting and/or modifying their regular curriculum to meet the needs of students with special needs and that these students were graded on the same standards of music achievement as the other students in their classes.

Research paper thumbnail of Music and Multimodal Stimulation as Developmental Intervention in Neonatal Intensive Care

Music Therapy Perspectives, 2005

Research paper thumbnail of Surgery Buddies: A Music Therapy Program for Pediatric Surgical Patients

Music Therapy Perspectives, 2003

Research paper thumbnail of Music for the Soul: A Music Therapy Program for Battered Women

Music Therapy Perspectives, 1999

Research paper thumbnail of Preservice Music Teachers' Predictions, Perceptions, and Assessment of Students with Special Needs: The Need for Training in Student Assessment

Journal of Music Therapy, 2007

The purpose of the current study was to examine preservice teachers' predictions and perc... more The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' levels of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders (EDBD) and students with acute cognitive delays (ACD). The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers' perceptions of all students' levels of mastery increased from prediction scores overall. Additionally, preservice teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' levels of mastery of the music education concepts within the curriculum. Implications for music therapists, as consultants in special education, are discussed.

Research paper thumbnail of Preservice Teachers' Predictions, Perceptions, and Actual Assessment of Students with Special Needs in Secondary General Music

Journal of Music Therapy, 2005

The purpose of the current study was to examine preservice teachers' predictions and perc... more The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' level of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders, and students with acute cognitive delays. The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers perceptions of all students' level of mastery increased from predictions scores overall. Additionally, pre-service teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' level of mastery of the music education concepts within the curriculum. Finally, there was no correlation between how the preservice teachers thought students would perform, how they thought the students performed, and how the students actually performed based on assessment data.

Research paper thumbnail of Preservice Teachers' Predictions, Perceptions, and Actual Assessment of Students with Special Needs in Secondary General Music

Journal of Music Therapy, 2005

The purpose of the current study was to examine preservice teachers' predictions and perc... more The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' level of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders, and students with acute cognitive delays. The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers perceptions of all students' level of mastery increased from predictions scores overall. Additionally, pre-service teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' level of mastery of the music education concepts within the curriculum. Finally, there was no correlation between how the preservice teachers thought students would perform, how they thought the students performed, and how the students actually performed based on assessment data.