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Musical engagement of children with ...

Perry, Sarah Ellen.

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Musical engagement of children with sensory processing disorder: A multiple case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Musical engagement of children with sensory processing disorder: A multiple case study./
作者:	Perry, Sarah Ellen.
面頁冊數:	189 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704513
ISBN:	9781321769432

Musical engagement of children with sensory processing disorder: A multiple case study.
Perry, Sarah Ellen.

Musical engagement of children with sensory processing disorder: A multiple case study. - 189 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

This multiple case study examined the experiences of three 3rd-grade children (ages 8-10) with Sensory Processing Disorder (SPD) in their weekly music classes to gain an understanding of their musical engagement and ability to self-regulate in music. Using information obtained from school reports, occupational therapy reports, and interviews with each participant and his or her parent(s), an individualized profile was created for each child. This provided insight into each child's personality, musical and non-musical preferences, and issues with sensory processing both in and outside of school. Additionally, data collected from 10 video-taped music classes gathered over a five month period, were coded and analyzed using Sensory Profile Items (Dunn, 1997) and Custodero's (2002) Flow Indicators in Musical Activities Descriptive Version to examine their engagement ability to self-regulate in music classes. Through cross-case analyses, the responses of the participants were compared, examining similarities and differences in sensory processing issues as well as their overall engagement and flow experiences in music classes.

ISBN: 9781321769432Subjects--Topical Terms:

3168367
Music education.

Musical engagement of children with sensory processing disorder: A multiple case study.
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245 1 0 $a Musical engagement of children with sensory processing disorder: A multiple case study.
300 $a 189 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Advisers: Lori Custodero; Susan Recchia.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a This multiple case study examined the experiences of three 3rd-grade children (ages 8-10) with Sensory Processing Disorder (SPD) in their weekly music classes to gain an understanding of their musical engagement and ability to self-regulate in music. Using information obtained from school reports, occupational therapy reports, and interviews with each participant and his or her parent(s), an individualized profile was created for each child. This provided insight into each child's personality, musical and non-musical preferences, and issues with sensory processing both in and outside of school. Additionally, data collected from 10 video-taped music classes gathered over a five month period, were coded and analyzed using Sensory Profile Items (Dunn, 1997) and Custodero's (2002) Flow Indicators in Musical Activities Descriptive Version to examine their engagement ability to self-regulate in music classes. Through cross-case analyses, the responses of the participants were compared, examining similarities and differences in sensory processing issues as well as their overall engagement and flow experiences in music classes.
520 $a The results of this study show that even with consideration of the unique differences in each child, all three participants were easily engaged and experienced flow in music activities while demonstrating the ability to self-regulate in music classes. Student responses in music were influenced by three factors. 1. Students showed greater regulation of sensory processing issues when in leadership roles, during singing and music sharing, and when playing hand bells. 2. Providing a safe environment allowed students to recognize their individual roles within the group and resulted in greater awareness of and relatedness to peers and adults. 3. Authentic music experiences that are open to student input and interpretation provided multiple points of entry, allowing the students to make the activities their own within their individual skill levels.
520 $a Offering a range of activities within each music class allows children with SPD to explore a range of sensory experiences, enhancing their ability to self-regulate and monitor their energy levels from activity to activity. It is important that we, as educators, recognize that being engaged in music might look different for children with SPD than it does for other children.
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