東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An Exploration of Teaching Music to ...

Jimenez, Samantha D.

FindBook

Google Book

Amazon

博客來

An Exploration of Teaching Music to Individuals With Autism Spectrum Disorder.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Exploration of Teaching Music to Individuals With Autism Spectrum Disorder./
作者:	Jimenez, Samantha D.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	92 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: B.
Contained By:	Dissertation Abstracts International76-06B(E).
標題:	Clinical psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3680444
ISBN:	9781321524550

An Exploration of Teaching Music to Individuals With Autism Spectrum Disorder.
Jimenez, Samantha D.

An Exploration of Teaching Music to Individuals With Autism Spectrum Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 92 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: B.

Thesis (Psy.D.)--Antioch University Seattle, 2014.

The purpose of this grounded-theory qualitative study was to explore how music teachers successfully work with students with autism spectrum disorder (ASD). Many individuals with ASD are impacted daily by social and communication difficulties, sensory sensitivities, executive functioning challenges, and restricted or rigid behaviors. Current research, literature, media, and ASD and music circles support that music is a powerful medium for individuals with ASD. Benefits of music for individuals with ASD include therapeutic advantages, various improvements in skills, social opportunities, emergence of gifts and talents, and emotional outlets. Regular exposure to learning music in the U.S. is typically through music lessons or classes. Therefore, it was critical to seek a better understanding of how individuals with ASD can receive optimal learning experiences for music. Using a qualitative grounded theory approach, interviews were conducted with four music teachers who currently teach individuals with ASD. The interviews were transcribed verbatim, and the transcriptions were analyzed. The data analysis yielded a theory drawn from both the unique and similar experiences shared by the music teachers. The participants have been successful in teaching their students with ASD because of the following three elements: music as the goal (fostering music enjoyment and experience), different levels of success (acceptance of variable abilities and skills and adjusting expectations for each individual), and positivity (creating opportunities for empowerment and confidence). The participants also identified strategies that support and drive these elements: concrete strategies (tools used to accommodate needs), stylistic strategies (non-traditional and flexible teaching approaches), and attitudinal strategies (deeper understanding of students). These elements and strategies can be utilized as foundational guidelines for music teachers, giving them important material to consider if they plan to work with individuals with ASD. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.

ISBN: 9781321524550Subjects--Topical Terms:

524863
Clinical psychology.

An Exploration of Teaching Music to Individuals With Autism Spectrum Disorder.
LDR:03151nmm a2200337 4500 001 2128259
005 20180105074636.5
008 180830s2014 ||||||||||||||||| ||eng d
020 $a 9781321524550
035 $a (MiAaPQ)AAI3680444
035 $a AAI3680444
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jimenez, Samantha D. $3 3290431
245 1 3 $a An Exploration of Teaching Music to Individuals With Autism Spectrum Disorder.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 92 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-06(E), Section: B.
500 $a Adviser: Patricia Linn.
502 $a Thesis (Psy.D.)--Antioch University Seattle, 2014.
520 $a The purpose of this grounded-theory qualitative study was to explore how music teachers successfully work with students with autism spectrum disorder (ASD). Many individuals with ASD are impacted daily by social and communication difficulties, sensory sensitivities, executive functioning challenges, and restricted or rigid behaviors. Current research, literature, media, and ASD and music circles support that music is a powerful medium for individuals with ASD. Benefits of music for individuals with ASD include therapeutic advantages, various improvements in skills, social opportunities, emergence of gifts and talents, and emotional outlets. Regular exposure to learning music in the U.S. is typically through music lessons or classes. Therefore, it was critical to seek a better understanding of how individuals with ASD can receive optimal learning experiences for music. Using a qualitative grounded theory approach, interviews were conducted with four music teachers who currently teach individuals with ASD. The interviews were transcribed verbatim, and the transcriptions were analyzed. The data analysis yielded a theory drawn from both the unique and similar experiences shared by the music teachers. The participants have been successful in teaching their students with ASD because of the following three elements: music as the goal (fostering music enjoyment and experience), different levels of success (acceptance of variable abilities and skills and adjusting expectations for each individual), and positivity (creating opportunities for empowerment and confidence). The participants also identified strategies that support and drive these elements: concrete strategies (tools used to accommodate needs), stylistic strategies (non-traditional and flexible teaching approaches), and attitudinal strategies (deeper understanding of students). These elements and strategies can be utilized as foundational guidelines for music teachers, giving them important material to consider if they plan to work with individuals with ASD. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.
590 $a School code: 1573.
650 4 $a Clinical psychology. $3 524863
650 4 $a Recreation. $3 535376
650 4 $a Music education. $3 3168367
650 4 $a Pedagogy. $3 2122828
650 4 $a Music. $3 516178
650 4 $a Mental health. $3 534751
690 $a 0622
690 $a 0814
690 $a 0522
690 $a 0456
690 $a 0413
690 $a 0347
710 2 $a Antioch University Seattle. $b Antioch Seattle: Clinical Psychology. $3 1679876
773 0 $t Dissertation Abstracts International $g 76-06B(E).
790 $a 1573
791 $a Psy.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3680444