Using technology-mediated music-making at school with children with autism and intellectual disabilities (original) (raw)
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Journal of Intellectual Disabilities, 2018
Very little research has explored the impact of interventions combining music and technology on children with a dual diagnosis of autism and intellectual disabilities (ID) incorporating the active involvement of school staff. Video recordings and group interviews were used to collect data in this study. Video recordings of five children with autism and ID were conducted as they engaged with a technology-mediated music-making intervention over a period of 5 weeks. Additionally, five group interviews with classroom staff were carried out. This study is the first to explore the impact of a technology-mediated music-making intervention on the engagement levels and social communication skills of children with autism and ID at school. Some positive outcomes, especially regarding social communication skills are reported, which are of significant value to educational researchers and school staff.
Music Education Research, 2015
The use of technology in music education is gaining momentum, although very little work has focused on students with disabilities. Our SoundScape programme addressed this gap through implementing a technologybased music programme for adolescents and young adults with autism spectrum disorders (ASD). Programme participants met on a weekly basis for 9 weeks and engaged in a range of music-related activities mostly utilising touch screen technology and iPads. We were particularly interested in how those with ASD responded to the iPad interface and its impact on social interactions among participants. We also investigated whether participating in the programme reduced stress and anxiety among participants. Questionnaire data completed by programme participants at the beginning and end of the programme, as well as qualitative analysis of focus groups conducted with parents, provided evaluation of the efficacy of our programme model. Findings from the questionnaires indicated that more than half of the participants reported feeling less stressed and anxious at the end of the programme compared to their responses at the beginning, said they benefited socially from the programme, and had made friends. This was supported in the analysis of the focus group transcriptions which highlighted the advantages of the iPads compared to a more traditional desktop platform, the utility of the iPad technology for promoting social skills, the significance of the university setting, and the participants' use of music to regulate mood. Future research evaluating the use of technology in music education for students with disabilities seems warranted.
Enabling young children with autism through musical engagement - a music educator's toolkit
Sound Connections is a leader in research and advocacy for the music education sector in London. London Early Years Music Network (LEYMN) aims to promote and develop best practice in music education for the Early Years. It also supports and facilitates research in the early years music sector, in order to build evidence of the power of music in reaching young children. This action research is part of this work.
Educational Action Research, 2015
Music therapists have been working in special education contexts for many decades, utilising research and case studies to inform practice. Growing interest in the link between the creative arts and well-being has led music therapists to consider what aspects of their knowledge others could feasibly appropriate in the school system. An action research approach was utilised to explore this question, grounded in partnerships between university-based music therapy researchers and staff at a school for learners on the autistic spectrum. Five cycles of planning, action, observation and reflection framed the collaborative partnership, with a music therapist acting as consultant to explore how music could be used across the school day. The greatest shift evidenced through qualitative and quantitative analysis was in the area of relationship building. Rather than seeing music as a tool that supports the acquisition of specific skills, the professionals and students in the school came to understand that music could be a meaningful part of their encounter with one another. This is congruent with music therapy research findings that also emphasise the ways music can be used to motivate, evoke and elicit meaningful responses from young people. Some limitations were identified in the sustainability of music practices in the school, particularly when other parts of the school culture were changing.
The Use of Music as an Instructional Tool by Teachers Working with Students with Autism
The present study is examining the use of music by teachers of students in the Autism Spectrum as an instructional tool in the classroom. In order to explore teachers’ routines concerning the use of music, two days of classroom observation were held, followed by five teacher interviews. The participants were working in special schools in the area of Bristol in the UK. The findings suggest that music is mainly used when transitioning from one activity to the other, as well as during group sessions. Music was used in order to teach different subjects to students with autism, as teachers believed that they are more understandable when taught through music. It was also found that music relaxes students with autism and calms them down. Moreover, it was found that it is of high importance for music to be implemented as a part of the daily routines when working with students with Autism Spectrum Disorders. Additionally, teachers were asked about their beliefs concerning the generalization of the positive outcomes that music might have in other contexts and times of the day. It was found that this is a rather complex issue, as they felt that under certain circumstances it would be possible, while is some other it might be quite challenging. Nevertheless, it was supported that such transfer would be helpful. In addition to the above, the present study also identified some challenges in the use of music with individuals with autism. Those refer to common ideas between the teachers that suggest that music might sometimes be a barrier, as, when it stops or when the students do not like the song, they might get upset. The present study also acknowledges some limitations of the research undertaken. Ideas for future research are discussed, in order for the above issues to be explored further.
2021
This study aims to collect data on the approaches of music integration and its influence on the inclusion of autistic children in educational activities of preschool institutions-the Kosovo case. The study includes both: a summary of the research literature of this case, and research conducted using semistructured interviews with preschool teachers employed in preschool institutions in Gjilan-Kosovo. As a sample of this study, 6 head preschool teachers and 2 support teachers who work in preschool institutions of Gjilan. The instruments used in this research are semi-structured interviews and the results that most participants support the idea that the integration of music has an influence on the inclusion of autistic children in educational activities of preschool institutions. As the results of this study imply, teachers who work in preschool institutions can use music in educational activities with the aim of the successful inclusion of children with autism in the learning process.
his study is a critical review of published scientific literature on the use of Information and Communication Technologies (ICT), Virtual Reality, multimedia, music and their applications in children with special learning difficulties. Technology and music are two factors that are recognized as tools which ensure quality of life, success and access to knowledge and learning resources. In the following papers of the last decade (2006-2015) are proposed models of music therapy for students with special learning difficulties in a psycho educational setting. There are also defined future research perspectives concerning the applications of technology in this particular research field.
Music and children with autism spectrum disorder: A case study
Journal of Educational Sciences, 2024
Autism spectrum disorder is a complex neurological disorder characterized by impairments in communication and social interaction, limited patterns of behavior, interests and activities. Given the different forms of autism spectrum disorder and the fact that no two people are the same, an individual approach to each individual is required. Musical ability is one of the special talents that a child with an autism spectrum disorder can have. Such a child should be allowed to practice music. As a therapy, music therapy has proven to be effective in working with children with autism spectrum disorder, i.e. it has a positive effect on communication, vocalization, joint attention, eye contact, concentration, cooperation, cognitive functions, social skills, etc. This paper presents the observations obtained through the study case. The aim of the research was to show the behavior of students with autism spectrum disorder in the Music culture class and the impact of music therapy on their behavior. For the purposes of the research, two interviews were conducted, i.e. with a teaching assistant who worked with a student with an autism spectrum disorder and with the student's parents. The case study showed that the student has a developed musical ability, that he participates actively, with reserved attention, only in the Music culture classes, and that music therapy helped him in his expression and speech. It is essential to give these kids the tools they need to further develop their musical abilities. It will contribute to children with autism spectrum disorder feeling safe, happy, and accepted in their environment.
Autism research and treatment, 2016
Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: "long-term" (15 weeks beginning in January 2015 (Time 1), n = 14) or "short-term" (7 weeks beginning 7 weeks later in February (Time 2), n = 17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program...
The purpose of this paper is to review the most representative studies of the last decade (2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015) which deal with the combination of technology and music and concern individuals with Generic learning disabilities. Particularly, the areas of needs in this paper are divided to the following categories: Depression/ disruptive behavior, Down syndrome, Intellectual disabilities, Cerebral palsy and Severe/Profound disabilities. It is also underlined the important role of Information and Communication Technologies (ICTs) and digital music tools in promoting musical participation and assisting students with the pre-referred disabilities.