Individuals with neurodevelopmental disorders are challenged with memory and language deficits that impact their skills acquisition (Martin, Klusek, Estigarriba, & Roberts, 2009; Turner & Alborz, 2003). The value of music when applied as an antecedent and a reinforcer has long been established to address such memory and language deficits (Brownell, 2002; Kern & Aldridge, 2006; Kouri & Winn, 2006; Lim & Draper, 2011; Register, Darrow, Standley, & Swedberg, 2007; Schwartzberg & Silverman, 2012, 2013; Sena-Moore, Peterson, O'Shea, McIntosh, & Thaut, 2008; Simpson & Keen, 2010; Thaut, Peterson, Sena-Moore, & McIntosh, 2008). Related to this literature, the purpose of this study was to investigate the effects of live music when applied as the discriminative stimulus and reinforcer on the skills acquisition of learners with neurodevelopmental disorders. Effects were compared across four conditions: (a) verbal delivery of both a discriminative stimulus and reinforcer (SDV:RV), (b) verbal delivery of a discriminative stimulus and live music delivery of a reinforcer (SDV:RM), (c) live music delivery of a discriminative stimulus and verbal delivery of a reinforcer (S DM:RV), and (d) live music delivery of both a discriminative stimulus and reinforcer (SDM:R M). The initial question investigated whether there were any differences between means across the four conditions. The results of a two-way repeated-measures analysis of variance determined the four conditions did indeed vary from one another as evidenced by the large effect size for condition and time. A one-way repeated measures analysis of variance was conducted to determine if differences across conditions were present. These results indicated that all four conditions yielded improved outcomes across time or sessions. Upon comparison of pairs of conditions, the most effective conditions was deemed the combined form of live music as both the discriminative stimulus/ antecedent and the reinforcer/feedback (SDM:RM). The verbal SD and live music R (SDV:RM) condition was next best, followed by live music SD and verbal R (SDM:RV) and verbal S D and verbal R (SDV:RV). Further research that isolates the music variables is recommended.
|Commitee:||Cheatham, Greg, Frey, Bruce, Griswold, Deb, Knowlton, Earle|
|School:||University of Kansas|
|School Location:||United States -- Kansas|
|Source:||DAI-A 75/04(E), Dissertation Abstracts International|
|Subjects:||Music, Special education|
|Keywords:||Aba, Music therapy, Neurodevelopmental disorders, Reinforcer, Skill acquistion, Stimulus|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be