Examining the Effect of Drums Alive® Intervention on Verbal Communication and Task Engagement in Children with Autism Spectrum Disorder

Autor/in	Yang, Qin
Titel	Examining the Effect of Drums Alive® Intervention on Verbal Communication and Task Engagement in Children with Autism Spectrum Disorder
Quelle	(2022), (151 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Texas Woman's University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-0783-9
Schlagwörter	Hochschulschrift; Dissertation; Autism Spectrum Disorders; Verbal Communication; Participation; Program Effectiveness; Young Children; Males; Intervention; Learner Engagement; Functional Behavioral Assessment; Music; Motion + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autism; Autismus; Teilnahme; Frühe Kindheit; Male; Männliches Geschlecht; Musik; Bewegungsablauf
Abstract	Background: Children with autism spectrum disorder (ASD) may experience challenges with verbal communication (VC) and task engagement (TE) in daily and academic activities. Antecedent-based interventions (ABI) have been explored as evidence-based practices (EBP) to improve VC and TE for children with ASD. The purpose of this study was to examine the impact of Drums Alive® implemented as an ABI on VC and TE in children with ASD. Methods: Participants were five male children with ASD, aged 4-9 years, who completed an eight-week single-subject reversal design (A[subscript 1]-B[subscript 1]-A[subscript 2]-B[subscript 2]) study. In the A[subscript 1]-B[subscript 1]-A[subscript 2]-B[subscript 2] research design, the baseline and intervention withdrawal phases (A[subscript 1] and A[subscript 2]) consisted of six to eight 15 min observation sessions with the children with ASD engaged in structured activities (e.g., Legos, Jenga, hopscotch, beanbag tossing, etc.). The intervention phases (B[subscript 1] and B[subscript 2]) consisted of six to eight 15 min Drums Alive® sessions followed by the same 15 min observation sessions. A 10 s partial interval recording method was used to collect data for the four phases, and all data were analyzed through visual inspection. Results: For all five participants, TE percentages were higher in the two intervention phases than in the baseline and intervention withdrawal phases, but no increases were observed for VC percentages in the two intervention phases. Conclusion: While limited, there appears to be support for Drums Alive® as an ABI to improve TE for children with ASD. However, further research with more participants is needed to confirm the impact of the Drums Alive® program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01