Music Education in the Facilitation of
Social and Behavioral Changes in a
Cohort of Autistic Children
中文摘要
本研究主要在探討評估音樂活動對於15名自閉症幼兒之語言與社交行為之效果。研究共執行15週，使用音樂療效方式設計活動課程，利用音樂樂器及道具與父母親的參與，同時採個別與團體型態進行授課，藉此幫助之前無語言反應與行為偏差之自閉症幼兒之語言能力與正向之行為改變。課程設計包括歌唱、肢體律動、玩奏樂器和聆聽音樂等活動，幫助自閉症幼兒之口語智能、情緒、語言學習及適當的行為反應。課程亦著重幼兒與其父母親的情感聯繫。研究採形成性與累積性評量。使用Achenbach的幼兒行為量表、照顧者與教師之觀察紀錄表、教學者/研究者之教學日誌、教學影片之回顧與編碼以及父母親訪談紀錄等。結果顯示所有的幼兒在語言發展、情緒反應、注意力和社交行為控制均有一項或一項以上的進步。
Abstract
A study was conducted to assess outcomes in the implementation of a specialized music program to improve language and social behavior in 15 Taiwanese autistic children. The study was conducted over 15 weeks, using therapeutically designed musical activities, individual and group teacher-student interaction, specialized musical props, and intensive parental involvement to elicit language and conditioned behavioral responses in previously non-responsive, autistic children. Classroom musical activities included singing, movement activities, playing instruments and listening exercises designed to encourage speech recognition, emotional involvement, language learning, and the elicitation of situationally appropriate behavioral responses. Designed to reinforce the emotional connection between autistic children and their parents, the study relied on the latest advances in music therapy techniques and technology. To assess the effectiveness of the study, formative and summative evaluations utilized the Achenbach “Child Behavior Checklist,” “Caregiver-Teacher Report Forms,” Teacher/Researcher’s Journal, videotaped coding, and structured parent interviews. Results indicated that all children showed improvement in one or more areas of language development, emotional responsiveness, attention span, and social/behavioral control. Prior to the research, few studies focusing on music therapy outcomes with autistic children had been conducted in Taiwan and no Taiwanese studies ever analyzed using the Achenbach system of empirically based assessment.
