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| Author | : Cara G. Krajewski |
| Publisher | : |
| Total Pages | : 84 |
| Release | : 2000 |
| Genre | : Music therapy |
| ISBN | : |
| Author | : Pennie Rockerfeller |
| Publisher | : Xlibris Corporation |
| Total Pages | : 42 |
| Release | : 2014-12-10 |
| Genre | : Reference |
| ISBN | : 1499063725 |
Music therapy has been researched and found to have a calming relaxing effect on students who fear large crowds, especially in classrooms. Music therapy has been proven to have a calming effect on those students who display signs of distress, or who have been diagnosed with psychological or physiological disorders. Some students show stress when taking tests. Research has proven that music significantly reduces stressful behaviors in these students. Background music has proven to have a positive effect on students who are assigned to inclusion classes. Music has been used as an effective intervention for maintaining and improving active involvement, social, emotional and cognitive skills. Music therapy has had positive effects on these students who deal with psychological stressors or physiological complications. Thus, it has been researched and proven that students who receive music therapy over a long period of time have a success rate that is higher than those students who receive music therapy over a shorter period. Long-term music therapy indicates that music sessions were most effective in increasing self-control, relaxation and comfort levels inside the classroom, allowing more time for teaching.
| Author | : A. Jill Gibb |
| Publisher | : |
| Total Pages | : 164 |
| Release | : 1993 |
| Genre | : |
| ISBN | : |
| Author | : Crystel N. Naja |
| Publisher | : |
| Total Pages | : 246 |
| Release | : 2011 |
| Genre | : Music, Influence of |
| ISBN | : |
The purpose of this study is to evaluate the effectiveness of using background music on the concentration and on-task behavior of students with special needs during independent class assignments. A multiple case study approach is used to gather the data for 8 participants having different cases yet all diagnosed having problems with their concentration and attention span. Four instruments are used to collect data from different resources which are student's files and documents, parent questionnaire, student observation checklist, and student interview. Baseline data is collected for 3 consecutive weeks without music followed by an intervention period of another 3 consecutive weeks where music is played in the background. During the time students are working independently, the researcher filled the behavior charts for every student examining the amount of off-task behavior per minute and the behavior manifested when the student stops working. Results demonstrate that the introduction of music in the background has different effects on the off-task behavior of students. Six out of the eight students have a decrease in their off-task behavior during the administration of music, and two students have a negligible to minor increase in their off-task behavior during the administration of music. In general, the intervention shows that the use of music has positive implications for assignment completion rate.
| Author | : Natalie Sarrazin |
| Publisher | : |
| Total Pages | : 312 |
| Release | : 2016-06-14 |
| Genre | : |
| ISBN | : 9781942341703 |
Children are inherently musical. They respond to music and learn through music. Music expresses children's identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children's natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I'm working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children's lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.
| Author | : Rebecca Armijo |
| Publisher | : |
| Total Pages | : 66 |
| Release | : 2016 |
| Genre | : African American boys |
| ISBN | : |
The purpose of this study was to determine if music therapy had an effect on behavior of students with emotional behavior disorder during independent work time. In order to prove this hypothesis, suspension/incident referral data, pre and post-surveys, as well as tally and anecdotal behavior collection were discussed and analyzed. Prior to the intervention, the students were regularly showing negative behaviors as supported by the suspension and incident referral data and behavioral data from week one in the intervention. In the suspension and incident referral data, all students decreased their referrals/suspensions post-intervention. Students self-identified their progress with the use of the pre and post-survey. Where every student identified growth in at least two areas of behavior. In addition, the behavioral data showed dramatic increases in positive behavior and decreases in negative behavior throughout the eight-week period in all observed behaviors. On average, every student was engaging in positive behaviors over 80 percent of the 30-minute intervention time. Over all the various data collections, each student made positive progress in their own individual way. The behavioral data was essential to at the core of identifying if the music therapy was successful. This data indicates that music therapy did have an effect on the increase of positive behaviors and the decrease of negative behaviors for students with emotional behavior disorder during independent work time.
| Author | : Suzanne E. Ford |
| Publisher | : |
| Total Pages | : 138 |
| Release | : 1997 |
| Genre | : Music therapy |
| ISBN | : |
| Author | : Cheryl Ann Nicolosi |
| Publisher | : |
| Total Pages | : 528 |
| Release | : 2006 |
| Genre | : Autism in children |
| ISBN | : |
The research demonstrates that music therapy is an effective tool in the area of communication and behavior with children with autism and children with other learning disabilities. The hypothesis of this thesis predicted that music would enhance communication and decrease inappropriate behaviors. Qualitative data were gathered from interviews with music therapists and observations of students diagnosed with autism and other disabilities including attention deficit disorder, cerebral palsy, Down's syndrome, and other levels of mental retardation. Results supported the hypothesis and also supported the research in the literature that music lowered the anxiety levels in all individuals, resulting in increased learning.
| Author | : Margaret Ferrell (CSUDH graduate) |
| Publisher | : |
| Total Pages | : 68 |
| Release | : 2012 |
| Genre | : Music therapy for children |
| ISBN | : |
| Author | : Lorrie Steen Stringer |
| Publisher | : |
| Total Pages | : 222 |
| Release | : 2004 |
| Genre | : Developmentally disabled children |
| ISBN | : |
