Into the mainstream: A case-study of a child's participation in music education and music therapy

Author(s): Gainer, E. W.

Journal/Book: J Music Therapy. 1995; 32: 505 11TH St Se, Washington, DC 20003. Natl Assn Music Ther Inc. 228-247.

Abstract: This case study examined the behavior of a child with disabilities throughout an entire school year in both music education and music therapy settings. The purpose was to describe the child's participation over time, and to provide data to assist in the decision making process regarding her educational program. Frequency and type of task performance were measured as well as overall time on-task. Data were collected using a computer observation program. Results show that, in both settings, the child's rates of individual behaviors (approximation, correct, incorrect, or initiation) were higher than the rates for either assisted (full or partial prompt) or noncompliant (passive or aggressive) behaviors. Rates for individual correct responses were higher in music therapy than in music education. Variability was very high among the observations of correct behavior in both settings. Rates for approximations and passive noncompliant behavior were higher in music education compared to music therapy. Very few, if any, aggressive responses were observed in either setting. The child was more on-task than off-task in both settings, although on-task was twice as high in the music therapy setting than in the music education setting. When the child was not attending to the teacher in the education setting, she was usually engaged in the off-task behavior of watching her nondisabled peers. She was not as interested in watching her disabled peers in music therapy. When off-task in music therapy, she was usually watching other individuals (usually adult aides) or looking around the room. Variability was high among the observations of on-task behavior in both settings. Results discussed are specific to the one child, with implications for other disabled children who receive or will receive concurrent music therapy and music education services. Topics for the discussion include the influence of class structure and general educational/therapeutic practices on behavioral outcomes, the development of independence, knowledge, and skill for transition, the need for collaboration among educators and therapists, and the measurement of ''success.''

Note: Article JA Jellison, Univ Texas, Sch Mus, Rmt, Austin, TX 78712 USA

Keyword(s): STUDENTS; DISABILITIES; HANDICAPS

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