Jennifer Whipple - Profile on Academia.edu (original) (raw)
Papers by Jennifer Whipple
Journal of Music Therapy, 2008
This study examined the physiologic and behavioral effects of music-reinforced nonnutritive sucki... more This study examined the physiologic and behavioral effects of music-reinforced nonnutritive sucking (NNS), using the Sondrex® Pacifier Activated Lullaby (PAL) System®, for preterm, low birthweight (LBW) infants experiencing heelstick. Research has shown NNS to be calming for infants during noxious procedures and varying types of music therapy intervention have documented reduction of infant stress behaviors . The Sondrex® Pacifier Activated Lullaby (PAL) System® uses a pacifier connected to a transmitter to receive a signal to play music contingent on infant sucking. While the PAL was originally designed and has FDA approval as a mechanism to facilitate poor feeding behaviors, the focus of this investigation was its application in soothing. Subjects for this study were 60 preterm, LBW infants in a neonatal intensive care unit, aged 32 to 37 weeks post conceptional age, not receiving mechanical ventilation support, and experiencing a heelstick procedure. Infants were randomly assigned to one of three treatment groups, evenly divided for gender: PAL experimental (n = 20), pacifier-only control (n = 20), and no-contact control (n = 20). For all three groups, intervention and/or observation occurred on only one occasion. For experimental infants, intervention began approximately 3 minutes prior to the heelstick and continued throughout and approximately 3 minutes following the blood collection procedure. Infants were provided the Sondrex® PAL System® with which music was played contingent on sucking. A 10-second sound duration setting was used, meaning that music played for 10 seconds following each suck and then ceased until the infant sucked again. Music used was from a recording of traditional lullabies sung by a single female child's voice with piano accompaniment and maintained at 65 dB. Procedures were the same for infants in the pacifier-only control group, except that they did not receive music reinforcement for sucking. Infants in the no-contact control group were not provided a xi pacifier or music listening opportunities at any point during the heelstick procedure. Other standard care and pain management procedures such as swaddling, cuddling, and sucrose were not limited for infants in any of the groups. Stress level and behavior state based on the Assessment of Premature Infant's Behavior (Als, Lester, Tronick & Brazelton, 1982a) were assessed continuously and physiologic measures of heart rate (HR), respiratory rate (RR), and oxygen saturation (SaO 2 ) were recorded at 15-second intervals for all infants. Examination of means and standard deviations revealed much more variability across time for HR and RR than for SaO2 and the behavioral variables. Some consistent group by gender interactions were evident for physiologic variables, though most physiologic data results were inconclusive. No meaningful gender differences were observed for physiologic measures, but standard deviations for behavior state and stress level were smaller for females than for males across time, indicating greater stability in responses. Duringheelstick behavior state means were significantly lower, mean behavior state differences from the pre to during and during to post intervals were significantly smaller, and significantly less time was spent in undesirable Active and Crying states for the PAL and pacifier-only groups compared to the no-contact group. In addition, the PAL group had significantly lower pre, during, and post interval stress level means and significantly smaller mean stress level differences between the pre and during and the during and post intervals. Except for the pre interval mean, these differences also occurred for the pacifier-only control group compared to the no-contact control group. Although no significant differences were revealed between the PAL and pacifier-only groups, more and greater differences were evident between the PAL and no-contact groups than between the pacifier-only and no-contact control groups. Not only were behavior state and stress level means lower for all intervals and increases smaller during the painful stimulus for the PAL group than for the other two treatment groups, but the patterns of behavior state and stress level were more stable across time for the PAL group than for the other groups. Also, the pattern of changes in SaO 2 and in xii behavior state and stress level indicate that music-reinforced NNS may facilitate return to homeostasis following the completion of the heelstick procedure. Based on results of this study, music-reinforced NNS seems to be effective in attenuating behavior state and stress level increases for preterm, LBW infants experiencing heelstick, documenting another method of nonpharmacologic pain management for the population of premature infants and identifying an additional benefit of the Sondrex® PAL System®. Limitations of this study and implications for future research regarding music-reinforced NNS for preterm, LBW infants are discussed, including its use in modulation of preterm infant behavior during non-painful conditions. * p < .05, with statistically significant difference between pacifier-only and PAL groups.
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.
Journal of Music Therapy, 2000
Journal of Music Therapy, 2004
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...
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 (
Journal of Music Teacher Education, 2007
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.
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.
Music and Multimodal Stimulation as Developmental Intervention in Neonatal Intensive Care
Music Therapy Perspectives, 2005
Surgery Buddies: A Music Therapy Program for Pediatric Surgical Patients
Music Therapy Perspectives, 2003
Music for the Soul: A Music Therapy Program for Battered Women
Music Therapy Perspectives, 1999
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.
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.
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.
Journal of Music Therapy, 2008
This study examined the physiologic and behavioral effects of music-reinforced nonnutritive sucki... more This study examined the physiologic and behavioral effects of music-reinforced nonnutritive sucking (NNS), using the Sondrex® Pacifier Activated Lullaby (PAL) System®, for preterm, low birthweight (LBW) infants experiencing heelstick. Research has shown NNS to be calming for infants during noxious procedures and varying types of music therapy intervention have documented reduction of infant stress behaviors . The Sondrex® Pacifier Activated Lullaby (PAL) System® uses a pacifier connected to a transmitter to receive a signal to play music contingent on infant sucking. While the PAL was originally designed and has FDA approval as a mechanism to facilitate poor feeding behaviors, the focus of this investigation was its application in soothing. Subjects for this study were 60 preterm, LBW infants in a neonatal intensive care unit, aged 32 to 37 weeks post conceptional age, not receiving mechanical ventilation support, and experiencing a heelstick procedure. Infants were randomly assigned to one of three treatment groups, evenly divided for gender: PAL experimental (n = 20), pacifier-only control (n = 20), and no-contact control (n = 20). For all three groups, intervention and/or observation occurred on only one occasion. For experimental infants, intervention began approximately 3 minutes prior to the heelstick and continued throughout and approximately 3 minutes following the blood collection procedure. Infants were provided the Sondrex® PAL System® with which music was played contingent on sucking. A 10-second sound duration setting was used, meaning that music played for 10 seconds following each suck and then ceased until the infant sucked again. Music used was from a recording of traditional lullabies sung by a single female child's voice with piano accompaniment and maintained at 65 dB. Procedures were the same for infants in the pacifier-only control group, except that they did not receive music reinforcement for sucking. Infants in the no-contact control group were not provided a xi pacifier or music listening opportunities at any point during the heelstick procedure. Other standard care and pain management procedures such as swaddling, cuddling, and sucrose were not limited for infants in any of the groups. Stress level and behavior state based on the Assessment of Premature Infant's Behavior (Als, Lester, Tronick & Brazelton, 1982a) were assessed continuously and physiologic measures of heart rate (HR), respiratory rate (RR), and oxygen saturation (SaO 2 ) were recorded at 15-second intervals for all infants. Examination of means and standard deviations revealed much more variability across time for HR and RR than for SaO2 and the behavioral variables. Some consistent group by gender interactions were evident for physiologic variables, though most physiologic data results were inconclusive. No meaningful gender differences were observed for physiologic measures, but standard deviations for behavior state and stress level were smaller for females than for males across time, indicating greater stability in responses. Duringheelstick behavior state means were significantly lower, mean behavior state differences from the pre to during and during to post intervals were significantly smaller, and significantly less time was spent in undesirable Active and Crying states for the PAL and pacifier-only groups compared to the no-contact group. In addition, the PAL group had significantly lower pre, during, and post interval stress level means and significantly smaller mean stress level differences between the pre and during and the during and post intervals. Except for the pre interval mean, these differences also occurred for the pacifier-only control group compared to the no-contact control group. Although no significant differences were revealed between the PAL and pacifier-only groups, more and greater differences were evident between the PAL and no-contact groups than between the pacifier-only and no-contact control groups. Not only were behavior state and stress level means lower for all intervals and increases smaller during the painful stimulus for the PAL group than for the other two treatment groups, but the patterns of behavior state and stress level were more stable across time for the PAL group than for the other groups. Also, the pattern of changes in SaO 2 and in xii behavior state and stress level indicate that music-reinforced NNS may facilitate return to homeostasis following the completion of the heelstick procedure. Based on results of this study, music-reinforced NNS seems to be effective in attenuating behavior state and stress level increases for preterm, LBW infants experiencing heelstick, documenting another method of nonpharmacologic pain management for the population of premature infants and identifying an additional benefit of the Sondrex® PAL System®. Limitations of this study and implications for future research regarding music-reinforced NNS for preterm, LBW infants are discussed, including its use in modulation of preterm infant behavior during non-painful conditions. * p < .05, with statistically significant difference between pacifier-only and PAL groups.
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.
Journal of Music Therapy, 2000
Journal of Music Therapy, 2004
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...
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 (
Journal of Music Teacher Education, 2007
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.
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.
Music and Multimodal Stimulation as Developmental Intervention in Neonatal Intensive Care
Music Therapy Perspectives, 2005
Surgery Buddies: A Music Therapy Program for Pediatric Surgical Patients
Music Therapy Perspectives, 2003
Music for the Soul: A Music Therapy Program for Battered Women
Music Therapy Perspectives, 1999
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.
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.
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.