The effect of behavioral music therapy on the generalization of interpersonal skills from sessions to the classroom by emotionally handicapped middle school students

Journal/Book: Journal of Music Therapy. 1989; 26: 206-221.

Abstract: Examined the effect of a behavioral music therapy treatment program on student interpersonal behavior demonstrated in group sessions and in classrooms. Ss included 25 emotionally handicapped middle school students aged 11-16 yrs. Three S groups were compared: (a) Ss receiving music therapy structured to target selected behaviors (experimental Ss), (b) Ss receiving general music therapy, and (c) Ss in a no-contact control classroom. A changing criterion design was developed based on the selected behavior taught, monitored, and reinforced. A token economy system was established to reinforce Ss for demonstrating that week's targeted behavior in the classroom and in music therapy sessions. Experimental S scores for classroom behavior were almost twice as stable as scores for control Ss. 12 profoundly mentally handicapped adults received half-hour music therapy (MT) or play sessions, with all Ss receiving both treatments in a reversal design with 20 weekly sessions of each treatment. Four Ss in the MT groups were studied intensively. Staff behavior in the treatment sessions was observed to investigate the role of staff attention in mediating the treatment effects. The observations of staff behavior showed that (1) there was less individual attention given during MT than in play sessions, (2) there was a greater role differentiation among the staff present in the MT groups, and (3) individual clients in the groups received markedly unequal amounts of staff attention. For the 4 Ss studied in detail, some differences in behavior were shown between the treatments, and most of the differences indicated greater effectiveness of MT. ABSTRACT 2: The purpose of the study was to examine the effect of a behavioral music therapy treatment program on student interpersonal behavior demonstrated in group sessions and in classrooms. Subjects included 25 emotionally handicapped middle school students ages 11 to 16. Three subject groups were compared: (a) subjects receiving music therapy structured to target selected behaviors, (b) subjects receiving general music therapy, and (c) subjects in a no-contact control classroom. A changing criterion design was developed based on the slected behavior taught, monitored, and reinforced. A token economy system was established to reinforce students for demonstrating that week's targeted behavior in the classroom and in music therapy sessions. During each group's final session, students used tokens to purchase preferred roles in a music video. Experimental subject scores for classroom behavior were almost twice as stable for control subjects.

Note: targeted vs general behavioral music therapy; generalization of interpersonal skills to classroom behavior; emotionally handicapped middle school students role of staff attention during music therapy or play sessions; hospitalized profoundly mentally handicapped adults

Keyword(s): Music therapy; behavior therapy; social skills; classroom behavior; emotionally disturbed; generalization learning; middle school students; adolescents; Profoundly mentally retarded; music therapy; recreation ; medical personnel; adulthood. behavioral, token-economy, behavioral-approach, music-therapy, generalization, interpersonal-process, skills, music-therapy-sessions, classroom-behavior, emotional-disturbance

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