scholarly journals An Exploration of the Relationship between TEACCH and a Music Therapy Student's Practice in a Special Education Setting

2021 ◽  
Author(s):  
◽  
Philippa Algie
Keyword(s):  
Music Therapy ◽  
Research Question ◽  
Secondary Analysis ◽  
Research Approach ◽  
Musical Structure ◽  
Exploratory Research ◽  
Group Music Therapy ◽  
Students With Autism ◽  
Support Students ◽  
The Relationship

<p>The purpose of this qualitative study was to explore how aspects of Schopler's TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) might be related to music therapy practice, using my own practice in an attached unit at a public primary school in New Zealand as a guide. Using a deductive exploratory research approach, I investigated whether and to what extent themes drawn from TEACCH literature were also evident in my music therapy data. This approach can also be described as secondary analysis of data. That is, clinical data relating to individual and group music therapy sessions with children who have autism was subjected to a process of thematic analysis to answer the research question. The TEACCH philosophy advocates a structured teaching approach in order to support students with autism to develop independence and skills for self management. This study finds that many elements of music therapy practice are closely linked to TEACCH values. Results from the study show that many TEACCH strategies align with fundamental aspects of music therapy, but the frequency and consistency of these similarities can vary due to the diverse strengths and needs of individuals with autism. As the process of comparing the TEACCH literature to my clinical practice developed and changed, some aspects of TEACCH became more integrated within my music therapy practice. The study also highlights the importance of balancing structure and freedom within the work and how musical structure or form can link with TEACCH strategies.</p>

scholarly journals An Exploration of the Relationship between TEACCH and a Music Therapy Student's Practice in a Special Education Setting

2021 ◽  
Author(s):  
◽  
Philippa Algie
Keyword(s):  
Music Therapy ◽  
Research Question ◽  
Secondary Analysis ◽  
Research Approach ◽  
Musical Structure ◽  
Exploratory Research ◽  
Group Music Therapy ◽  
Students With Autism ◽  
Support Students ◽  
The Relationship

<p>The purpose of this qualitative study was to explore how aspects of Schopler's TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) might be related to music therapy practice, using my own practice in an attached unit at a public primary school in New Zealand as a guide. Using a deductive exploratory research approach, I investigated whether and to what extent themes drawn from TEACCH literature were also evident in my music therapy data. This approach can also be described as secondary analysis of data. That is, clinical data relating to individual and group music therapy sessions with children who have autism was subjected to a process of thematic analysis to answer the research question. The TEACCH philosophy advocates a structured teaching approach in order to support students with autism to develop independence and skills for self management. This study finds that many elements of music therapy practice are closely linked to TEACCH values. Results from the study show that many TEACCH strategies align with fundamental aspects of music therapy, but the frequency and consistency of these similarities can vary due to the diverse strengths and needs of individuals with autism. As the process of comparing the TEACCH literature to my clinical practice developed and changed, some aspects of TEACCH became more integrated within my music therapy practice. The study also highlights the importance of balancing structure and freedom within the work and how musical structure or form can link with TEACCH strategies.</p>

scholarly journals La relación entre conocimiento común y conocimiento científico en el contexto de la enseñanza, aprendizaje y cambio conceptual de las ciencias

2017 ◽  
Author(s):  
Alfonso Claret Zambrano
Keyword(s):  
Scientific Knowledge ◽  
Research Question ◽  
Hard Core ◽  
Conceptual Structure ◽  
Research Approach ◽  
Previous Knowledge ◽  
Research Problems ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship

This paper analyses the research approach on the relationship between scientificscholar knowledge of the teacher and common previous knowledge of students inschool within the context of teaching, learning and conceptual change in sciences.The paper shows two sections: the first is about conceptual historical development ofthe research question. ln this sense the first question was How the students learnsciences and its transformation into the second, third , fourth and fifth question wasjustified on the light of the reading of the following works, mainly: Piaget, A usubel ,Driver, Vygotsky, and Bachelard, Canguilhem, Kuhn, Lakatos, Popper and othersauthors. The second explains the research question taking into consideration themeaning of the teacher, the pupil and the scientific knowledge in the classroom. Forthis purpose it is necessary to design a conceptual structure in order to analyze therelations, the concepts and the research problems of the teaching, learning andassessment in sciences. The structure shows the relationship of the teacher and thepupilas knowledge relationship. This is the cause why scientific knowledge must beconsidered as the hard core of the science teaching. But scientific knowledge in thiscase is seen as a product of the its historical and epistemological development andthe way as scientific knowledge changes in science is the basis forthinking aboutconceptual change of students in the classroom. The paper ends showing the aimsof the researcher engaged in this approach.

scholarly journals AN EXPLORATORY RESEARCH ON THE PSYCHOLOGY OF INVESTORS IN FINANCIAL MARKETS

2020 ◽  
Vol 8 (4) ◽  
pp. 979-992
Author(s):  
Mustafa Hakan SALDI
Keyword(s):  
Decision Making ◽  
Financial Markets ◽  
Research Question ◽  
Endocrine System ◽  
Human Mind ◽  
Exploratory Research ◽  
Human Beings ◽  
Risky Assets ◽  
Main Research ◽  
The Relationship

The emotional mind which was granted to human beings in order to add the meaning of their perception through the data, information and knowledge that are being gathered from all around the outside environment with senses and the experiences of realities that have effects on the attitude of a person which can be observed as stereotypes, have effects on the decision making processes of investors, which was proven with general assumptions and theories with countless times in the background of the subject. Differently, this research is mainly designed for in-depth investigation of the relationship between parts of the human brain and endocrine system which have a role on emotional actions that can be observed of investors' behaviours in financial markets. From the viewpoint of experimentally tested studies, the discovery of the response of the subproblems will be explored in the main research question of why the risky assets are being selected by the investors relative to the sciences of neurology and endocrinology. Also, the amygdala, testosterone and cortisol relation which is the predictive factor of behaviours is going to be explained in terms of showing their effects on decision making in monetary management and will be analysed as a moderator with depth observations to understand the relationship between investment behaviour and emotions as well. As a result, the study will bring different perspectives to investors who are both experienced and inexperienced in trading with financial instruments by the addition of consideration of emotional side of the human mind to the logic and rational part.

scholarly journals How does a music therapy student work to facilitate reminiscence and memory in dementia patients

2021 ◽  
Author(s):  
◽  
I-Chen Sun
Keyword(s):  
Music Therapy ◽  
Secondary Analysis ◽  
Clinical Work ◽  
Music Therapists ◽  
Student Work ◽  
Dementia Patients ◽  
Group Music Therapy ◽  
Social Abilities ◽  
Therapy Strategies

<p>This study was prompted in response to increased interest in, and demand for, music therapy provision in improving quality of care for dementia patients. It is an exploration of the strategies to facilitate memory and reminiscence in persons with dementia, and considers the need for those preparing for end of life to recall identities, connect with family and others, and express feelings. This research is a qualitative study involving secondary analysis of clinical data from my clinical practice and identifies the strategies, techniques and procedures that I applied in my clinical work to stimulate preserved memory ‘islands’. The findings show that familiarity is central in enabling a remembering process, and music can have unique ways of accessing memory in people with limited cognitive and social abilities. Eight core categories of music therapy strategies were found to be helpful in enabling memory and reminiscence. This study includes examples of both individual and group music therapy. The objective of this study was to examine my music therapy practice, and potentially provide some beneficial ideas and insights to other music therapists working on memory and reminiscence with dementia patients.</p>

scholarly journals How does a music therapy student work to facilitate reminiscence and memory in dementia patients

2021 ◽  
Author(s):  
◽  
I-Chen Sun
Keyword(s):  
Music Therapy ◽  
Secondary Analysis ◽  
Clinical Work ◽  
Music Therapists ◽  
Student Work ◽  
Dementia Patients ◽  
Group Music Therapy ◽  
Social Abilities ◽  
Therapy Strategies

<p>This study was prompted in response to increased interest in, and demand for, music therapy provision in improving quality of care for dementia patients. It is an exploration of the strategies to facilitate memory and reminiscence in persons with dementia, and considers the need for those preparing for end of life to recall identities, connect with family and others, and express feelings. This research is a qualitative study involving secondary analysis of clinical data from my clinical practice and identifies the strategies, techniques and procedures that I applied in my clinical work to stimulate preserved memory ‘islands’. The findings show that familiarity is central in enabling a remembering process, and music can have unique ways of accessing memory in people with limited cognitive and social abilities. Eight core categories of music therapy strategies were found to be helpful in enabling memory and reminiscence. This study includes examples of both individual and group music therapy. The objective of this study was to examine my music therapy practice, and potentially provide some beneficial ideas and insights to other music therapists working on memory and reminiscence with dementia patients.</p>

scholarly journals How does my training as an applied behavioural analysis practitioner influence my development as a Music Therapy student?

2021 ◽  
Author(s):  
◽  
Anthony Manere
Keyword(s):  
Content Analysis ◽  
Music Therapy ◽  
Current Practice ◽  
Research Question ◽  
Secondary Analysis ◽  
Theoretical Spectrum ◽  
Therapeutic Approaches ◽  
Intermediate School ◽  
Behavioural Analysis ◽  
The Impact

<p><b>The current study is attempting to answer the research question “the impact my previous ABA training may have on my current practice as a must therapy student?”. The goal of this study is to gain insight on my own clinical practice in order to develop a more well-rounded therapeutic approach. I used a secondary analysis of session notes from my student music therapy placement at an intermediate school. A deductive content analysis was used to explore data within separate categories underpinning either humanistic or behavioural approaches. The data collected into these categories was qualitatively considered to create themes and to support how behavioural methods manifest in my current practice. The study assumes that a behavioural way of thinking is already present in my practice and seeks to investigate how has also manifested in my professional identity. The study acknowledges that although the field of music therapy can take on a variety of different therapeutic approaches, the training that I have received at Victoria University of Wellington has a largely humanist emphasis.</b></p> <p>Overall, the study found that the use of either behavioural or humanistic approaches are situationally dependent on the client, activity, or therapeutic goal. In both goal setting, and musical choice, there was a spectrum of attitudes falling between the theories while other methods such as therapeutic relationship or prompting held a unique perspective falling into one or the other. I feel that the use of dual methodologies in my practice compliment the limitations and advantages that each approach may present. As these approaches both fall on opposite ends of the “theoretical spectrum”, they pair to create a middleground between a holistic, client-centered practice, and a tightly structured, goal-oriented practice. </p> <p>KEYWORDS:Music therapy, behaviourism, humanism, principles, content analysis, secondary analysis, deductive, qualitative</p>

scholarly journals Establishing a New Music Therapy Service in an Aged-Care Centre with Multiple Settings: The Journey of a Music Therapy Student

2021 ◽  
Author(s):  
◽  
Silvia Jung
Keyword(s):  
Music Therapy ◽  
Secondary Analysis ◽  
Healthcare Setting ◽  
Aged Care ◽  
Multiple Roles ◽  
Research Approach ◽  
Music Therapists ◽  
Therapy Program ◽  
Therapy Education ◽  
Therapy Service

<p>This exegesis describes my journey as a music therapy student navigating a practicum placement with older people, in a facility where there had been no previous music therapy service. My uncertainty about beginning the placement was compounded by the fact that major renovations were taking place at the facility, and low staff numbers meant I was left largely to my own devices. The fact that music therapy is a young profession was clearly going to have an impact on how I went about building my own practice as a music therapy student within the facility. This study was therefore motivated by my desire to explore my process of establishing a new service in a healthcare setting and to share the strategies I developed. Using secondary analysis of data as my research approach I have analysed my meeting notes and a self-refective journal to explore both the advantages and challenges of building a music therapy program as a student. Seven preliminary themes have emerged including ‘Developing relationships with staff and fnding support within the institution’; ‘Educating people about the role of music therapy’; and ‘Coming to terms with institutional constraints’. I needed to ‘Develop relationships with participants and family members’, ‘Develop various music therapy programmes for different settings’, and I learned about ‘Taking risks’ and ‘Engaging in self-refexive practice’. The study supports previous research about the challenges of implementing a new service in a facility, including the requirement for high levels of communication/language skills and the need to fulfl multiple roles. It also confrms research that shows that some of these communication skills go beyond the training undertaken by music therapists. This study suggests that this might be remedied through coursedevelopment within tertiary music therapy education programmes, and courses and conferences through professional music therapy organisations.</p>

scholarly journals Beyond Imitation, Without Limitations: A Student Music Therapist Supports the Participation and Development of Young People with Profound and Multiple Learning Difficulties in a School Setting

2021 ◽  
Author(s):  
◽  
Conor Clerkin
Keyword(s):  
Young People ◽  
Music Therapy ◽  
Research Question ◽  
School Setting ◽  
Secondary Analysis ◽  
Music Therapist ◽  
Case Examples ◽  
Complex Needs ◽  
Depth Analysis ◽  
Therapy Sessions

<p>This exploratory study sought to uncover the methods and techniques a student music therapist employed to support the participation of young people with complex needs in a school setting. Individual music therapy sessions were carried out over nine months, and clinical documentation was generated throughout this period. Data sources included clinical notes, a reflective journal, and audiovisual recordings from music therapy sessions. Once a research question had been established, the existing data was reviewed retrospectively through a process of secondary analysis, and both inductive and deductive methods of analysis were employed to enable meaningful interpretations of the data to occur. A process of coding and thematically linking elements of music therapy practice allowed for a model of understanding to emerge, and findings suggest that the behaviours and strategies utilised by the student music therapist to support the young people’s participation in music therapy fell into three thematic groupings: creating a collaborative environment; following and leading; and dynamic flow. Themes are defined and the codes within elaborated upon, with case examples from the data included as appropriate to illustrate their meaning. Findings are discussed, and links are made to the literature in relevant fields. While results cannot be generalised to other settings, it is hoped that the detail and in depth analysis of practice provide a thorough and meaningful insight into the types of interaction that can occur in music therapy with young people with complex needs, and the value of specific supports to participation identified in this research.</p>

scholarly journals Exploring different approaches utilized in music therapy practice with a wide range of clients in various clinical settings

2021 ◽  
Author(s):  
◽  
Wei-Kai Shyu
Keyword(s):  
Clinical Practice ◽  
Music Therapy ◽  
Research Question ◽  
Secondary Analysis ◽  
Clinical Work ◽  
Healthcare Facility ◽  
Clinical Settings ◽  
Clinical Notes ◽  
Wide Range ◽  
Potential Benefits

<p>Diversity of practice demands diversity in approaches. This explorative qualitative research study was conducted to help me understand and improve my practice with a wide range of client populations in various clinical settings. Clinical work took place over eight months at a specialized clinic working with mainly young children and adolescents with intellectual/developmental disabilities. Clinical work also took place as part of an outreach service at a healthcare facility for young adults with various neurological disabilities. Music-centered music therapy, humanistic music therapy, behavioural music therapy, and psychodynamic music therapy approaches influenced this work. The methodology I employed for the research was secondary analysis of data. This involved thematic analysis (both inductive and deductive) of my clinical notes and reflective journal, to identify and draw out themes pertaining to my research question. Clinical data has been used to illustrate the findings, and a clinical vignette is included to illustrate the approaches utilized in clinical practice. The data revealed underlying humanistic frameworks in most of my clinical practice, but also indicated that I draw on other approaches in certain contexts. This research provides a descriptive qualitative account of one student’s music therapy practice in New Zealand. The example may provide some insight into the potential benefits of utilizing various approaches when working with clients with varying needs.</p>

scholarly journals Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensión/Reading Fast is not always the same as Understanding: Examining the Relationship Between Speed and Comprehension

2017 ◽  
Vol 36 (2) ◽  
pp. 123
Author(s):  
Gabriela Silva-Maceda ◽  
Silvia Romero-Contreras
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
Reading Speed ◽  
Research Question ◽  
Exploratory Research ◽  
Pseudoword Reading ◽  
Text Reading ◽  
Educación Primaria ◽  
The Relationship ◽  
The Way

<p><em><strong>Español</strong></em></p><p>Un cambio en la forma de evaluar la lectura en México en la educación primaria ha sido la introducción de la medición de la velocidad de lectura (palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. Esto tiene implicaciones directas en la enseñanza de la lectura. El objetivo de este estudio es examinar la relación entre velocidad lectora y comprensión lectora en una muestra de niños mexicanos entre 1° y 4° grados, para: a) identificar la forma en que la velocidad de lectura de textos y la velocidad de lectura de palabras inventadas se relacionan con la comprensión lectora y b) si estas relaciones difieren entre el ciclo 1 (1.° y 2.° grados) y el ciclo 2 (3.° y 4.° grados) de educación primaria. Se plantearon tres hipótesis y una pregunta de investigación. Las hipótesis fueron: 1) la relación entre la velocidad lectora en textos regulares tendrá una mayor asociación que la velocidad lectora de pseudopalabras con la comprensión lectora a lo largo de los cuatro grados; 2) la velocidad lectora de pseudopalabras tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2 y; 3) la velocidad lectora de textos regulares tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2. La pregunta de investigación exploratoria indagó si la velocidad sigue siendo predictiva de la comprensión lectora después de considerar la precisión. Los resultados aportan evidencia que apoyan las tres hipótesis y el análisis realizado para la pregunta de investigación mostró que la velocidad de lectura de textos sólo explicaba una varianza adicional del 6% después de controlar la precisión de lectura de pseudopalabras. Los resultados son interpretados en el contexto de la literatura existente.</p><p><em><strong>English</strong></em></p><p>A change in the way Reading is evaluated in Mexico in primary education has been the introduction of measuring reading speed in students. This has direct implications in the teaching of reading. The objective of this study was to examine the relationship between reading speed and reading comprehension in a cross-sectional sample of Mexican children between 1st and 4th grades, in order to: a)identify the way that text reading speed and pseudoword reading speed are related to reading comprehension; b) identify whether these relationships differ between 1st cycle (1st and 2nd grades) and 2nd cycle (3rd and 4th grades). Three hypotheses and one research question were posited. The hypotheses were: 1) The relationship between text reading speed and reading comprehension will be stronger than that of word reading speed; 2) Pseudoword reading speed will have a stronger association with reading comprehension in the first cycle; 3) Text reading speed will have a stronger association with reading comprehension in the first cycle. An exploratory research question was formulated to evaluate whether speed is still predictive of reading comprehension beyond the contribution of accuracy. Results support the hypotheses while the analysis carried out for the research question showed that text reading speed added only 6% of variance after accounting for reading accuracy. Findings are interpreted in light of the existing literature.</p><p><em><strong><br /></strong></em></p>

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