Myers-Briggs Type Indicator Profile of Undergraduate Therapeutic Recreation Students

DeVries, Dawn; Beck, Teresa

doi:10.18666/trj-2020-v54-i3-9510

Cited by 6 publications

(5 citation statements)

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“…This tactic tends to use repetitive tasks and expression analysis to synthesize all of the new lessons that have been learnt. According to the results, MBTI types such INFP, ISFP, ISTJ, ESTJ, ENFJ, and ESFJ are employing this strategy as their main one in direct strategy (DeVries & Beck, 2020;Ma, L., Guo & Fang, 2021). Both INFPs and ISFPs fall under the same category of dominant introversion, with INFPs having the capacity to acquire foreign languages and ISFPs having the capacity to depend on their surroundings.…”

Section: The Frequently Used Aspect In Direct Strategiesmentioning

confidence: 97%

Indonesian EFL’s Learning Strategies and Personality Types in Achieving TOEFL Score Above 500

Parmadi¹,

Kepirianto²

2023

JPBI

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There are many English proficiency exams available, including the TOEIC, TOEFL, and IELTS. TOEFL is one of the most well-known English proficiency tests in Indonesia, which is taken for both academic and professional requirements. The average TOEFL score for Indonesian students is still below the global norm of 500. Based on the problems and the difficulties faces by most of Indonesia learners, this study tries to analyze the learning strategies used by learners who successfully achieve TOEFL scores above 500. This study also delves into the learner's personality types in order to understand the characteristics of each type that affected their learning strategy. The 15 participants are randomly selected from Indonesian EFL students between the ages of 20 to 25. The participants must have taken the TOEFL test and received the score above 500. Both quantitative and qualitative writing are used in this study. The quantitative method used in analysing the data collection, the researchers employed descriptive statistic data analysis in Excel to find out the mean. Two different types of instruments were used to collect the data: Oxford's Strategy Inventory for Language Learning and the Myers-Briggs Type Indicator. The result of this study shows; metacognitive strategy as the dominant strategy utilised by the majority of learners and there are 8 personality types such as; ISTJ, INFJ, ISFP, INFP, ENFP, ESTJ, ESFJ, and ENFJ.

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Section: The Frequently Used Aspect In Direct Strategiesmentioning

confidence: 97%

Indonesian EFL’s Learning Strategies and Personality Types in Achieving TOEFL Score Above 500

Parmadi¹,

Kepirianto²

2023

JPBI

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“…Music has been observed to be an engaging and motivating space for autistic children, ameliorating barriers often experienced in everyday communication and interaction (Lense & Camarata, 2020;Lisboa et al, 2021;Ockelford, 2012Ockelford, , 2013. Evidence of the benefits of music for autistic children is widespread, particularly within music therapy (De Vries et al, 2015;Geretsegger et al, 2014;James et al, 2015;Mayer-Benarous et al, 2021;Reschke-Hernández, 2011;Simpson & Keen, 2011). Its therapeutic effects have been observed for a range of behavioral and developmental outcomes including supporting social and nonverbal communication (Kim et al, 2008;Sharda et al, 2018;Thompson, 2012), verbal development (Lim & Draper, 2011), and socio-emotional reciprocity (Kim et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Building musical lives: The impact of supporting musical play in the everyday lives of autistic children and their families

Shaughnessy,

Ockelford,

Bonneville-Roussy

et al. 2023

Psychology of Music

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Musical spaces have been observed to be highly engaging for autistic children, ameliorating barriers often experienced in communication and interaction. Music interventions with this group are widespread and have frequently noted the importance of integrating caregivers. Yet beyond music therapy, there is limited research on how to support music-making in daily life for autistic children and their families. In particular, there is a lack of long-term ecological evidence with this group for how music can support everyday functioning, care routines, and wellbeing. In this study, 25 families participated in a 12-month program which supported the integration of music into everyday life. Families were interviewed at the end of the project regarding the effectiveness of music as a support for daily routines, play, and wellbeing. Qualitative thematic analysis highlighted how families implemented musical strategies in widespread ways as a medium to support communication, create valued opportunities for shared interaction, and as a way to scaffold everyday caring routines. Families’ uses of musical play strategies, as observed in this study, emphasize the importance of incorporating caregivers and home environments as part of arts programs for autistic children, and the effectiveness of empowering parents to use music as a tool to navigate everyday life.

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“…Though there have been several systematic reviews focusing on the use of music ( Brown and Jellison, 2012 ; Hooper et al, 2008 ; Rolka and Silverman, 2015 ) and music therapy ( DeVries et al, 2015 ; James et al, 2015 ; Mayer-Benarous et al, 2021 ) for people with learning disabilities, these papers do not review the literature specifically for people with profound and multiple learning disabilities. Therefore, the uniqueness of this review is its focus on the use of music, in its educational, therapeutic and social forms, as an intervention specifically for people with profound and multiple learning disabilities.…”

Section: Introductionmentioning

confidence: 99%

Music-based interventions for people with profound and multiple learning disabilities: A systematic review of the literature

Rushton

Kossyvaki

Terlektsi

2022

J Intellect Disabil

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Music is motivational, accessible and engaging for individuals with learning disabilities. Several systematic reviews have addressed the effects of music activity on people with learning disabilities; however, none has specifically reviewed the use of musical activity with people with profound and multiple learning disabilities. This review aimed to: 1. identify peer-reviewed studies and describe the characteristics of evidence-based musical activity used with people with profound and multiple learning disabilities and 2. evaluate and analyse the effectiveness of these music-based interventions and identify gaps within current research. A systematic search was conducted in April 2021 identifying seven peer-reviewed studies which included music-based interventions with at least one person with profound and multiple learning disabilities. Findings reveal the interventions varied in their frequency, duration and content. The outcome of most (n=6) interventions documented the development of the participants’ social skillset. Interventions were predominantly (n=6) implemented by facilitators with musical expertise. The diverse and novel nature of the reviewed studies highlights a need to expand and enhance research with this population.

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Myers-Briggs Type Indicator Profile of Undergraduate Therapeutic Recreation Students

Cited by 6 publications

References 0 publications

Indonesian EFL’s Learning Strategies and Personality Types in Achieving TOEFL Score Above 500

Indonesian EFL’s Learning Strategies and Personality Types in Achieving TOEFL Score Above 500

Building musical lives: The impact of supporting musical play in the everyday lives of autistic children and their families

Music-based interventions for people with profound and multiple learning disabilities: A systematic review of the literature

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