Music therapist collaboration with teaching assistants in schools for facilitating verbal development in young children with special needs

Tomlinson, Jo

doi:10.1080/08098131.2016.1180056

Cited by 3 publications

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“…Interpretative phenomenological analysis (IPA) (Smith et al, 2009) was used to reflect on the material produced by semi-structured interviews carried out with TAs and parents of the research participants. For the purposes of this article, just the material from the TAs' interviews is included, but all of the interview material can be accessed in Tomlinson (2016) at Anglia Ruskin University Open Repository (https://arro.anglia.ac.uk). IPA enabled the researcher to consider the experiences and opinions of the TAs and parents, and to draw out themes which occurred in the material which could then be viewed in parallel with the video analysis results.…”

Section: Methodsmentioning

confidence: 99%

“…Collaborative working between Music Therapists and teachers, TAs, carers or health professionals has been increasingly described in music therapy literature (Abbott and Sanders, 2012; Arns and Thompson, 2019; Bruce and High, 2012; Fachner, 2017; Hsu, 2017; Janzen, 2016; Leinebo and Aasgaard, 2017; Leite, 2002; Maclean and Tillotson, 2019; Melhuish, 2017; Munro, 2011, 2017; Pethybridge and Robertson, 2010; Pethybridge, 2013; Rickson and McFerran, 2014; Schmidt-Robin, 2008; Strange, 2014; Strange et al, 2017; Twyford and Watson, 2008; Tomlinson, 2016; Warner, 2017; Watson, 2017). Music Therapists have also taken an advisory role in school communities which has involved collaboration with school staff in implementing effective ways to work with individuals and groups once the therapist has left (Kern, 2012; Kern and Aldridge, 2006; Music as Therapy International, 2017; Rickson, 2010, 2012; Rickson and McFerran, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

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Music therapist collaboration with teaching assistants for facilitating verbal and vocal development in young children with special needs: A mixed methods study

Tomlinson¹

2020

British Journal of Music Therapy

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Music Therapists increasingly work collaboratively alongside other professionals and families. This article presents research into transdisciplinary work with teaching assistants in a school. A mixed methods investigation was carried out to evaluate the development of verbal and vocal skills in young children who received both individual music therapy and additional music sessions carried out by teaching assistants. Qualitative data were gathered to support quantitative video analysis results. The Music Therapist organised music sessions for the teaching assistants to carry out independently, to assess whether this enhanced the children’s verbal development. Statistical analysis of vocal scores from video material utilising bootstrapping techniques indicated that there was a statistically significant difference pre- and post-intervention for the children who had additional teaching assistant music sessions. This indicated that the collaborative approach was effective in enhancing verbal skills. The qualitative evidence also supported this theory. Due to the small number of participants, these results cannot be generalised to other situations and larger scale research could be carried out to demonstrate conclusive results. This study shows that Music Therapists and teaching assistants in schools can work collaboratively and this may potentially enhance the progress children make, with reinforcement of verbal development strategies in the class context.

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Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Music therapist collaboration with teaching assistants for facilitating verbal and vocal development in young children with special needs: A mixed methods study

Tomlinson¹

2020

British Journal of Music Therapy

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“…At present, there are many studies on music education at home and abroad. The most basic conclusion is that music education is aesthetic education (Manaris, Stevens & Brown, 2016;Tomlinson, 2016). In the study of music education based on musical emotional experience, some scholars put forward the emotional network teaching in music education based on emotional psychology to realize the emotional experience in music education.…”

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Improvement of Music Teaching Efficiency Based on Learner Emotional Model

2018

EDUC SCI-THEOR PRACT

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As an aesthetically pleasing course, music plays an extremely important role in primary and secondary schools and even higher education. It is the main channel for the popularization of primary and secondary education to art and the only way to practice it. It is also a compulsory course for schools to achieve aesthetic education.. Music education is different from traditional education in other disciplines. It emphasizes the emotional experience of educators and emphasizes the emotional exchange and perception between teachers and students. In general, music education is a comprehensive quality education course that integrates psychology and music aesthetics. However, traditional music education only flows on the surface of the curriculum and ignores the emotional experience in the teaching process, thus failing to achieve the purpose of so-called aesthetic education. Therefore, it is very necessary and meaningful to study the framework of emotional education system in music education in a timely and effective way. Based on emotional psychology, aesthetics and educational psychology, this thesis focuses on the emotional teaching in music education, and constructs an effective and effective music emotional teaching system, and proposes specific strategies and measures for the current status of music education. In the specific practice verification section, this paper conducts experimental teaching based on a sample of 200 students and gives a questionnaire to verify the acceptability and effectiveness of the proposed teaching system. Practice shows that the music education system based on the student's emotional experience proposed in this paper has significant effects on cultivating students' positive and healthy feelings and aesthetics.

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Musik

Blauth

Wosch

2020

Behinderung

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Music therapist collaboration with teaching assistants in schools for facilitating verbal development in young children with special needs

Cited by 3 publications

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Music therapist collaboration with teaching assistants for facilitating verbal and vocal development in young children with special needs: A mixed methods study

Music therapist collaboration with teaching assistants for facilitating verbal and vocal development in young children with special needs: A mixed methods study

Improvement of Music Teaching Efficiency Based on Learner Emotional Model

Musik

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