Date of Award
2008
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
Communication and the arts, Education, Psychology
Supervisor
Elizabeth Starr
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
Many children with autism have difficulty engaging in social interaction with others. This study sought to determine the effects of using both a music intervention and a non-music intervention on the social responsive and social avoidant behaviours of a preschool child with autism. A single-subject alternating treatment design was used in which the two interventions were presented in a similar fashion except for the addition of music during the music intervention. Data were collected over a total of 12 treatment sessions for various social responsive and avoidant behaviours. Results indicated that the music intervention was more effective than the non-music invention in increasing all three social responsive behaviours. Furthermore, no social avoidant behaviours were observed during the music condition. It is suggested that because music was a preferred activity, the participant was motivated to engage in more social responsive behaviours during the music intervention.
Recommended Citation
Finnigan, Emily, "Increasing Social Responsiveness in a Child with Autism: A Comparison of Music and Non-Music Interventions" (2008). Electronic Theses and Dissertations. 7889.
https://scholar.uwindsor.ca/etd/7889