The purpose of this study was to evaluate the effectiveness of listening to music as an intervention to improve disruptive behavior in middle school age children with emotional/behavioral disabilities. Five middle-school students participated in a single-subject design, which involved a multiple baseline across subjects and settings. Students listened to an eight-minute recording of classical music on an iPod before engaging in an independent math or reading assignment while seated at their desk. The researcher used fixed rate recording to collect data over a five-minute session. No significant differences were found between pre-treatment and post-treatment for the targeted behaviors observed during the study. The small sample size of the study is cited as the possible reason for the negative results. Limitations as well as directions for future research are also discussed.
|Advisor:||Sealander, Karen, Kurth, Jennifer|
|Commitee:||Eadens, Daniell, Fetsco, Thomas|
|School:||Northern Arizona University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/10(E), Dissertation Abstracts International|
|Subjects:||Music education, Special education|
|Keywords:||Emotional behavioral disorders, Intervention, Ipod|
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