With the increasing number of children diagnosed with Autism Spectrum Disorder (ASD), the education and development of children with ASD have become topics under heated discussion. Music therapy for children with special needs is lacking of influential theoretical outcome in China due to limited resources. In either public or private schools, given the limited funding, group therapy practice would be an optimal choice. Especially in China, a developing country, effective group therapy practice would be beneficial for autistic children.
This research was designed to demonstrate a practical model of group music therapy for children with Autism Spectrum disorder (ASD). Mixed methods were employed including an action research and a single-subject research. There were 5 phases of the research implementation including measurement and planning, acting, reflecting, modification and acting, and evaluation and discussion. Objects of this research were five children who were diagnosed with ASD. Their ages were from 7.5 years to 9.5 years. Other participants involved in this research included a researcher, a therapist, four class teachers, five guardians of children and an assistant.
Having investigated the developmental needs of children and planed therapy sessions within two months, the researcher conducted twelve sessions of group music therapy within six weeks. Detailed process of implementing group music therapy including deciding goals and objectives, choosing and revising materials, applying methods and evaluating the group progression has been presented in the thesis.
The results with ATEC score of the group indicate (1) the group got a little improvement after group music therapy; (2) there was a significant difference between male and female participants in the therapy effect; (3) there was a significant difference in the rating between class teachers and guardians. The results of every single group member with ATEC score indicate that two girls in this group gained significant improvement and other three boys achieved improvements only in several developmental areas. In summary, except for the worsening in health/physical/behavior, the improvements were evident in areas of speech, sensory/cognitive awareness and sociability.
The results of interviews from the therapist, class teachers and guardians indicate every child gained different improvements at various degrees such as improvement in attending attitudes, emotional control, accepting new things, expressing actively, imitation ability and coordination.
The results both of single-subject research and action research demonstrated the unique functions that group music therapies performed for children with ASD. It includes specific improvements in joint attention, communication, interpersonal interaction, cooperation, and imitation. Apart from progress as a whole group, improvements in relaxation, self-confidence, and cognition were also detected in different individuals.
With the analysis of measurement results and interviews results, the researcher discussed the implications of group and individual achievements, and compared the evaluating results from class teachers and that from guardians. The result demonstrated the unique functions that group music therapies performed for children with ASD. It includes improvements in joint attention, communication, interpersonal interaction, cooperation, and imitation. Apart from progress as a whole group, improvements in relaxation, self-confidence, and cognition were also detected in different individuals.
To conclude, suggestions on the practice of group music therapy for children with ASD have been proposed, including principles of session planning, goals and objectives setting, format, materials, methods and evaluations.
Anotace v angličtině
With the increasing number of children diagnosed with Autism Spectrum Disorder (ASD), the education and development of children with ASD have become topics under heated discussion. Music therapy for children with special needs is lacking of influential theoretical outcome in China due to limited resources. In either public or private schools, given the limited funding, group therapy practice would be an optimal choice. Especially in China, a developing country, effective group therapy practice would be beneficial for autistic children.
This research was designed to demonstrate a practical model of group music therapy for children with Autism Spectrum disorder (ASD). Mixed methods were employed including an action research and a single-subject research. There were 5 phases of the research implementation including measurement and planning, acting, reflecting, modification and acting, and evaluation and discussion. Objects of this research were five children who were diagnosed with ASD. Their ages were from 7.5 years to 9.5 years. Other participants involved in this research included a researcher, a therapist, four class teachers, five guardians of children and an assistant.
Having investigated the developmental needs of children and planed therapy sessions within two months, the researcher conducted twelve sessions of group music therapy within six weeks. Detailed process of implementing group music therapy including deciding goals and objectives, choosing and revising materials, applying methods and evaluating the group progression has been presented in the thesis.
The results with ATEC score of the group indicate (1) the group got a little improvement after group music therapy; (2) there was a significant difference between male and female participants in the therapy effect; (3) there was a significant difference in the rating between class teachers and guardians. The results of every single group member with ATEC score indicate that two girls in this group gained significant improvement and other three boys achieved improvements only in several developmental areas. In summary, except for the worsening in health/physical/behavior, the improvements were evident in areas of speech, sensory/cognitive awareness and sociability.
The results of interviews from the therapist, class teachers and guardians indicate every child gained different improvements at various degrees such as improvement in attending attitudes, emotional control, accepting new things, expressing actively, imitation ability and coordination.
The results both of single-subject research and action research demonstrated the unique functions that group music therapies performed for children with ASD. It includes specific improvements in joint attention, communication, interpersonal interaction, cooperation, and imitation. Apart from progress as a whole group, improvements in relaxation, self-confidence, and cognition were also detected in different individuals.
With the analysis of measurement results and interviews results, the researcher discussed the implications of group and individual achievements, and compared the evaluating results from class teachers and that from guardians. The result demonstrated the unique functions that group music therapies performed for children with ASD. It includes improvements in joint attention, communication, interpersonal interaction, cooperation, and imitation. Apart from progress as a whole group, improvements in relaxation, self-confidence, and cognition were also detected in different individuals.
To conclude, suggestions on the practice of group music therapy for children with ASD have been proposed, including principles of session planning, goals and objectives setting, format, materials, methods and evaluations.
Klíčová slova
children with ASD, music therapy, group therapy, practice
Klíčová slova v angličtině
children with ASD, music therapy, group therapy, practice
Rozsah průvodní práce
140 p.
Jazyk
AN
Anotace
With the increasing number of children diagnosed with Autism Spectrum Disorder (ASD), the education and development of children with ASD have become topics under heated discussion. Music therapy for children with special needs is lacking of influential theoretical outcome in China due to limited resources. In either public or private schools, given the limited funding, group therapy practice would be an optimal choice. Especially in China, a developing country, effective group therapy practice would be beneficial for autistic children.
This research was designed to demonstrate a practical model of group music therapy for children with Autism Spectrum disorder (ASD). Mixed methods were employed including an action research and a single-subject research. There were 5 phases of the research implementation including measurement and planning, acting, reflecting, modification and acting, and evaluation and discussion. Objects of this research were five children who were diagnosed with ASD. Their ages were from 7.5 years to 9.5 years. Other participants involved in this research included a researcher, a therapist, four class teachers, five guardians of children and an assistant.
Having investigated the developmental needs of children and planed therapy sessions within two months, the researcher conducted twelve sessions of group music therapy within six weeks. Detailed process of implementing group music therapy including deciding goals and objectives, choosing and revising materials, applying methods and evaluating the group progression has been presented in the thesis.
The results with ATEC score of the group indicate (1) the group got a little improvement after group music therapy; (2) there was a significant difference between male and female participants in the therapy effect; (3) there was a significant difference in the rating between class teachers and guardians. The results of every single group member with ATEC score indicate that two girls in this group gained significant improvement and other three boys achieved improvements only in several developmental areas. In summary, except for the worsening in health/physical/behavior, the improvements were evident in areas of speech, sensory/cognitive awareness and sociability.
The results of interviews from the therapist, class teachers and guardians indicate every child gained different improvements at various degrees such as improvement in attending attitudes, emotional control, accepting new things, expressing actively, imitation ability and coordination.
The results both of single-subject research and action research demonstrated the unique functions that group music therapies performed for children with ASD. It includes specific improvements in joint attention, communication, interpersonal interaction, cooperation, and imitation. Apart from progress as a whole group, improvements in relaxation, self-confidence, and cognition were also detected in different individuals.
With the analysis of measurement results and interviews results, the researcher discussed the implications of group and individual achievements, and compared the evaluating results from class teachers and that from guardians. The result demonstrated the unique functions that group music therapies performed for children with ASD. It includes improvements in joint attention, communication, interpersonal interaction, cooperation, and imitation. Apart from progress as a whole group, improvements in relaxation, self-confidence, and cognition were also detected in different individuals.
To conclude, suggestions on the practice of group music therapy for children with ASD have been proposed, including principles of session planning, goals and objectives setting, format, materials, methods and evaluations.
Anotace v angličtině
With the increasing number of children diagnosed with Autism Spectrum Disorder (ASD), the education and development of children with ASD have become topics under heated discussion. Music therapy for children with special needs is lacking of influential theoretical outcome in China due to limited resources. In either public or private schools, given the limited funding, group therapy practice would be an optimal choice. Especially in China, a developing country, effective group therapy practice would be beneficial for autistic children.
This research was designed to demonstrate a practical model of group music therapy for children with Autism Spectrum disorder (ASD). Mixed methods were employed including an action research and a single-subject research. There were 5 phases of the research implementation including measurement and planning, acting, reflecting, modification and acting, and evaluation and discussion. Objects of this research were five children who were diagnosed with ASD. Their ages were from 7.5 years to 9.5 years. Other participants involved in this research included a researcher, a therapist, four class teachers, five guardians of children and an assistant.
Having investigated the developmental needs of children and planed therapy sessions within two months, the researcher conducted twelve sessions of group music therapy within six weeks. Detailed process of implementing group music therapy including deciding goals and objectives, choosing and revising materials, applying methods and evaluating the group progression has been presented in the thesis.
The results with ATEC score of the group indicate (1) the group got a little improvement after group music therapy; (2) there was a significant difference between male and female participants in the therapy effect; (3) there was a significant difference in the rating between class teachers and guardians. The results of every single group member with ATEC score indicate that two girls in this group gained significant improvement and other three boys achieved improvements only in several developmental areas. In summary, except for the worsening in health/physical/behavior, the improvements were evident in areas of speech, sensory/cognitive awareness and sociability.
The results of interviews from the therapist, class teachers and guardians indicate every child gained different improvements at various degrees such as improvement in attending attitudes, emotional control, accepting new things, expressing actively, imitation ability and coordination.
The results both of single-subject research and action research demonstrated the unique functions that group music therapies performed for children with ASD. It includes specific improvements in joint attention, communication, interpersonal interaction, cooperation, and imitation. Apart from progress as a whole group, improvements in relaxation, self-confidence, and cognition were also detected in different individuals.
With the analysis of measurement results and interviews results, the researcher discussed the implications of group and individual achievements, and compared the evaluating results from class teachers and that from guardians. The result demonstrated the unique functions that group music therapies performed for children with ASD. It includes improvements in joint attention, communication, interpersonal interaction, cooperation, and imitation. Apart from progress as a whole group, improvements in relaxation, self-confidence, and cognition were also detected in different individuals.
To conclude, suggestions on the practice of group music therapy for children with ASD have been proposed, including principles of session planning, goals and objectives setting, format, materials, methods and evaluations.
Klíčová slova
children with ASD, music therapy, group therapy, practice
Klíčová slova v angličtině
children with ASD, music therapy, group therapy, practice
Zásady pro vypracování
1. Purpose of the research
Aim
To demonstrate a practical model of group music therapy for children with Autism Spectrum disorder (ASD).
Objectives
(1) Review practices and researches on music therapy for children with ASD.
(2) Design a series of group music therapy sessions related to Chinese resources and circumstance.
(3) Evaluate effects of these sessions.
(4) Discuss approaches to improve the practice of group music therapy sessions for children with ASD.
2. Research questions
How about practices and researches on music therapy for children with ASD?
Why the group music therapy was chosen for children with ASD?
What goals should be planed in group music therapy for children with ASD?
What kind of materials could adapt in group music therapy for children with ASD?
What kind of methods could be employed in group music therapy for children with ASD?
How to evaluate the effects of group music therapy sessions?
What could be improved in the future of group music therapy for children with ASD?
3. Method
Mixed methods
Action research
Single-subject research
Participants
Researcher, a group of children with ASD, music therapist, assistants
Procedure
There were 5 phases of the research implementation, including measurement and planning, acting, reflecting, modification and acting, and evaluation and discussion.
Measurement
Autism Treatment Evaluation Checklist (ATEC)
Intervention
Children participating in this group meet for 60 minutes, twice a week. These sessions will last for 6 weeks. Method
Data collection
Quantitative data
Assessment tool: Autism Treatment Evaluation Checklist (ATEC)
Objective evaluations of every session
Qualitative data
Subjective evaluations of every session
Data analysis
Analyze quantitative data with SAS statistical package
Adjust session plans based on evaluation data
Zásady pro vypracování
1. Purpose of the research
Aim
To demonstrate a practical model of group music therapy for children with Autism Spectrum disorder (ASD).
Objectives
(1) Review practices and researches on music therapy for children with ASD.
(2) Design a series of group music therapy sessions related to Chinese resources and circumstance.
(3) Evaluate effects of these sessions.
(4) Discuss approaches to improve the practice of group music therapy sessions for children with ASD.
2. Research questions
How about practices and researches on music therapy for children with ASD?
Why the group music therapy was chosen for children with ASD?
What goals should be planed in group music therapy for children with ASD?
What kind of materials could adapt in group music therapy for children with ASD?
What kind of methods could be employed in group music therapy for children with ASD?
How to evaluate the effects of group music therapy sessions?
What could be improved in the future of group music therapy for children with ASD?
3. Method
Mixed methods
Action research
Single-subject research
Participants
Researcher, a group of children with ASD, music therapist, assistants
Procedure
There were 5 phases of the research implementation, including measurement and planning, acting, reflecting, modification and acting, and evaluation and discussion.
Measurement
Autism Treatment Evaluation Checklist (ATEC)
Intervention
Children participating in this group meet for 60 minutes, twice a week. These sessions will last for 6 weeks. Method
Data collection
Quantitative data
Assessment tool: Autism Treatment Evaluation Checklist (ATEC)
Objective evaluations of every session
Qualitative data
Subjective evaluations of every session
Data analysis
Analyze quantitative data with SAS statistical package
Adjust session plans based on evaluation data
Seznam doporučené literatury
Adamek, M., & Darrow, A. A. (2005). Music in Special Education [with DVD]. American Music Therapy Association. 8455 Colesville Road Suite 1000, Silver Spring, MD 20910.
Alvin, J. (1969). Work with an autistic child. In British Society for Music Therapy (Ed.), Music therapy for autistic disability: A collection of articles on autism published in the British Journal of Music Therapy 1968-87, the Journal of British Music Therapy 1987-93, and conference papers of the BSMY 1960-92 (pp. 1-5). Hertfordshire, England: Editor.
Bruscia, K. E. (1998). Defining music therapy. Barcelona Publishers.
Gaston, E. T. (1968). Music in therapy. New York; London: Macmillan (N.Y.).
Goodman, K. D. (2007). Music therapy groupwork with special needs children : the evolving process [Elektronisk resurs].Group psychotherapy. (2016, April 5). In Wikipedia, The Free Encyclopedia. Retrieved 09:18, April 27, 2016, from https://en.wikipedia.org/w/index.php?title=Group_psychotherapy&oldid=713757931
Hibben, J. (1991). Group music therapy with a classroom of 6-8 year old hyperactive learning disabled children. In K. Bruscia (Ed.), Case studies in Music Therapy. Gilsum, NH: Barcelona.
Kazdin, Alan (1982). Single-Case Research Designs. New York: Oxford University Press.
Lim, H. A., & Draper, E. (2011). The Effects of Music Therapy Incorporated with Applied Behavior Analysis Verbal Approach for Children with Autism Disorder. Journal of Music Therapy, 48(4), 532-550.
McNiff, J., & Whitehead, J. (2011). All you need to know about action research. Sage Publications.pp.3-5
Nelson, D. L., Anderson, V. G., & Gonzales, A. D. (1984). Music activities as therapy for children with autism and other pervasive developmental disorders. Journal of Music Therapy, 21(3), 100-116.
Nordoff, P., & Robbins, C. (1968). Improvised music as therapy for autistic children. Music in therapy, 191-193.
Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: Participative inquiry and practice. Sage.
Reschke-Hernandez, A. E. (2011). History of Music Therapy Treatment Interventions for Children with Autism. Journal of Music Therapy, 48(2), 169-207.
Simpson, K., & Keen, D. (2011). Music Interventions for Children with Autism: Narrative Review of the Literature. Journal of Autism & Developmental Disorders, 41(11), 1507-1514. doi: 10.1007/s10803-010-1172-y
Wigram, T., & Gold, C. (2006). Music therapy in the assessment and treatment of autistic spectrum disorder: clinical application and research evidence. Child: Care, Health & Development, 32(5), 535-542. doi: 10.1111/j.1365-2214.2006.00615.x
Yalom, I. D., & Leszcz, M. (2005). Theory and practice of group psychotherapy. Basic books.
Seznam doporučené literatury
Adamek, M., & Darrow, A. A. (2005). Music in Special Education [with DVD]. American Music Therapy Association. 8455 Colesville Road Suite 1000, Silver Spring, MD 20910.
Alvin, J. (1969). Work with an autistic child. In British Society for Music Therapy (Ed.), Music therapy for autistic disability: A collection of articles on autism published in the British Journal of Music Therapy 1968-87, the Journal of British Music Therapy 1987-93, and conference papers of the BSMY 1960-92 (pp. 1-5). Hertfordshire, England: Editor.
Bruscia, K. E. (1998). Defining music therapy. Barcelona Publishers.
Gaston, E. T. (1968). Music in therapy. New York; London: Macmillan (N.Y.).
Goodman, K. D. (2007). Music therapy groupwork with special needs children : the evolving process [Elektronisk resurs].Group psychotherapy. (2016, April 5). In Wikipedia, The Free Encyclopedia. Retrieved 09:18, April 27, 2016, from https://en.wikipedia.org/w/index.php?title=Group_psychotherapy&oldid=713757931
Hibben, J. (1991). Group music therapy with a classroom of 6-8 year old hyperactive learning disabled children. In K. Bruscia (Ed.), Case studies in Music Therapy. Gilsum, NH: Barcelona.
Kazdin, Alan (1982). Single-Case Research Designs. New York: Oxford University Press.
Lim, H. A., & Draper, E. (2011). The Effects of Music Therapy Incorporated with Applied Behavior Analysis Verbal Approach for Children with Autism Disorder. Journal of Music Therapy, 48(4), 532-550.
McNiff, J., & Whitehead, J. (2011). All you need to know about action research. Sage Publications.pp.3-5
Nelson, D. L., Anderson, V. G., & Gonzales, A. D. (1984). Music activities as therapy for children with autism and other pervasive developmental disorders. Journal of Music Therapy, 21(3), 100-116.
Nordoff, P., & Robbins, C. (1968). Improvised music as therapy for autistic children. Music in therapy, 191-193.
Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: Participative inquiry and practice. Sage.
Reschke-Hernandez, A. E. (2011). History of Music Therapy Treatment Interventions for Children with Autism. Journal of Music Therapy, 48(2), 169-207.
Simpson, K., & Keen, D. (2011). Music Interventions for Children with Autism: Narrative Review of the Literature. Journal of Autism & Developmental Disorders, 41(11), 1507-1514. doi: 10.1007/s10803-010-1172-y
Wigram, T., & Gold, C. (2006). Music therapy in the assessment and treatment of autistic spectrum disorder: clinical application and research evidence. Child: Care, Health & Development, 32(5), 535-542. doi: 10.1111/j.1365-2214.2006.00615.x
Yalom, I. D., & Leszcz, M. (2005). Theory and practice of group psychotherapy. Basic books.
Přílohy volně vložené
Appendix A Autism Treatment Evaluation Checklist (ATEC)
Appendix B Objective Evaluation
Appendix C Interview outline for class teacher and guardians
Appendix D Interview outline for the therapist