Promoting Active Engagement in Small Group Learning Experiences for Students with Autism and Significant Learning Needs

Carnahan, Christi; Musti‐Rao, Shobana; Bailey, Jody

doi:10.1353/etc.0.0047

Cited by 56 publications

(22 citation statements)

References 30 publications

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“…A more recent study by Carnahan, Musti-Rao, and Bailey (2009) took the role of music in task engagement a step further and paired it with visual materials in order to determine whether the combination of two strategies would increase the academic engagement of six elementary students with ASD. Engagement included (a) students orienting their eyes and body towards the learning materials, (b) using the learning materials appropriately, (c) making verbal responses or comments during instruction related to the materials, and (d) the absence of self-stimulatory behaviors.…”

Section: Resultsmentioning

confidence: 99%

“…Task engagement illustrating on-task behavior can be challenging for persons with developmental disabilities who have difficulties with maintaining attention, processing information, and communicating (Beirne-Smith, Ittenbach, & Kim, 2006). In addition, educators and practitioners often struggle to enhance the engagement and performance of persons with disabilities as they may be perceived as less capable or unwilling to learn (Carnahan et al, 2009). As a result, these individuals may be excluded from potential learning activities that could enhance their knowledge and independence due to their difficulties maintaining active attention.…”

Section: Music In Relation To Task Performance and Task Engagementmentioning

confidence: 99%

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Effects of music on task performance, engagement, and behavior: A literature review

Schwartz

Ayres

Douglas

2017

Psychology of Music

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Currently, there is a growing body of empirical research regarding the role of background music in the education of individuals with disabilities. A systematic literature review identified 20 studies between 1970 and 2014 focusing on the role of contingent and noncontingent background music to facilitate task engagement, enhance performance, and alter behavior. Though the research addressing background music has mixed results, there is evidence suggesting that this could be an effective strategy for increasing task engagement and performance and decreasing stimulatory behavior for individuals with developmental disabilities. Since music can be considered inexpensive and may be less intrusive in comparison to other strategies, its use merits additional study to explore how and to what extent music affects behavior.

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Section: Resultsmentioning

confidence: 99%

Section: Music In Relation To Task Performance and Task Engagementmentioning

confidence: 99%

Effects of music on task performance, engagement, and behavior: A literature review

Schwartz

Ayres

Douglas

2017

Psychology of Music

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“…Where reported, children ranged from 3 to 16 years of age. This relatively wide age span is not surprising, as special education classes often consist of students of varying ages [61,62]. The lowest mean age was 5.2 years and the highest was 12.5 years.…”

Section: Study Characteristicsmentioning

confidence: 91%

“…Twenty-three programs included in this review had been previously evaluated; however, three of the evaluations [62,64,65] were not specific to the PA component of the program. Although these programs are described in the results section of this review to document PA that has been implemented during class time, the evaluations of these studies [62,64,65] are not considered. Only two evaluations were conducted using a randomised controlled trial (RCT) design (see Figure 5).…”

Section: Study Characteristicsmentioning

confidence: 99%

Class Time Physical Activity Programs for Primary School Aged Children at Specialist Schools: A Systematic Mapping Review

Emonson

McGillivray

Kothe

et al. 2019

IJERPH

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Children with disabilities tend to be less active than typically developing peers and may therefore miss important developmental benefits. Class time physical activity (PA) programs can provide additional PA to children and have shown to contribute to numerous benefits in mainstream classrooms. However, it is unclear whether class time PA opportunities are provided in specialist education settings. This review aimed to identify and map class time PA programs that have been implemented in specialist schools and classes. Nine electronic databases were searched. Grey literature searches were also conducted. Programs were included if they were implemented in a primary/elementary specialist school or class, involved a PA component, were conducted during class time and involved more than one child from the class participating. Included programs were mapped and narratively synthesised according to activity type. Of the 2068 records screened, 34 programs were included. Programs involving dance/drama activities (k = 11) were most common and programs involving stretching activities (k = 2) were least frequently implemented. Twenty-three programs had been evaluated, of which only two were randomised controlled trials. More class time PA opportunities are warranted in specialist education settings. Further research is required to build the evidence base for these programs.

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“…To ensure that the skills required to complete assigned responsibilities are easily developed, it is important that appropriate teaching strategies are used to enhance the attention of children with intellectual disability during teaching and learning process (Deutsch et al, 2008). Attention span among school-aged children is particularly crucial, as active participation (on-task and on-schedule behavior) in academic activities can contribute to improved academic performance (Carnahan et al, 2009). The term "attention" refers to the ability of an individual to concentrate their perception and thought on a specific task while deliberately ignoring extraneous stimuli (Erbay, 2013).…”

Section: Introductionmentioning

confidence: 99%

Attention Span of Children With Mild Intellectual Disability: Does Music Therapy and Pictorial Illustration Play Any Significant Role?

2021

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This study investigated the effects of music therapy and pictorial illustration on the attention span of children with mild intellectual difficulties. A pre-test, post-test and control group quasi-experimental research design was used with a sample of children diagnosed with mild intellectual disability from three special schools in Ibadan, Nigeria. Fifty children were randomly selected and assigned to one of three groups: music therapy, pictorial illustration, or control (N = 50, male = 25, female = 25, mean age = 11.6 years). Twenty-four sessions of music therapy and pictorial illustration classes were held with the experimental group only. The Moss Attention Rating Scale was used before and after the intervention to collect data on participants’ attention span. Analysis of Covariance indicated that there was a significant statistical difference between pre-test and post-test results of the two groups. The estimated marginal means of post-attention span by treatment indicated that pictorial illustration had the highest post-attention span score, followed by music therapy, while post-attention span score for the control group was the least. Based on the findings, it is recommended that teachers, caregivers, and parents of children with mild intellectual disability adopt pictorial illustration and music therapy as teaching strategies to enhance their attention span.

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Promoting Active Engagement in Small Group Learning Experiences for Students with Autism and Significant Learning Needs

Cited by 56 publications

References 30 publications

Effects of music on task performance, engagement, and behavior: A literature review

Effects of music on task performance, engagement, and behavior: A literature review

Class Time Physical Activity Programs for Primary School Aged Children at Specialist Schools: A Systematic Mapping Review

Attention Span of Children With Mild Intellectual Disability: Does Music Therapy and Pictorial Illustration Play Any Significant Role?

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