Music Therapy in Enhancing Learning Attention of Children with Intellectual Disability

Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Treatment Home/School, Akoka, Yaba, Lagos. A validated Attention Observation Rating Scale (AORS) with a reliability coefficient of 0.88 was used for this study. Three hypotheses were tested in the study, and Analysis of Covariance (ANCOVA) was used for data analysis. This study revealed that music therapy is effective in enhancing attention among children with intellectual disabilities. Sex and level of severity of the disability were also tested as moderator variables, but they have no significant main or interaction effect with music therapy in enhancing attention for children with intellectual disability. The finding is that music therapy is significantly effective in enhancing attention for children with intellectual disability regardless of their sex or level of severity. It was concluded that attention deficit could be improved for children with intellectual disability. Therefore, Music therapy was recommended for use in the school with adequate teacher training.

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Effect of Differential Reinforcements on Reducing Problematic Behaviours among Children with Intellectual Disability in the Classrooms

International Journal of Indian Psychology ◽

10.25215/0303.027 ◽

2016 ◽

Vol 3 (3) ◽

Author(s):

Mr. Shashi Kumar ◽

Dr Chavan. B. S. ◽

Ms. Vani Ratnam

Keyword(s):

Intellectual Disability ◽

Intellectual Disabilities ◽

Control Group ◽

Intervention Package ◽

Behaviour Modification ◽

Treatment Package ◽

And Control ◽

Regional Institute ◽

Experimental Group ◽

Children With Intellectual Disability

A structured behaviour modification programme relatively improves the various skill behaviours among children with intellectual disabilities as well as decreases the problematic behaviours, when it is used in a systematic way in school classrooms. Present study represents the effect of systematic representation of differential reinforcements to decrease the problematic behaviours among the children with intellectual disabilities. The main objective of the present study was to study the effect of differential reinforcements in decreasing problematic behaviours among children with intellectual disability. This study was conducted on the sample of twenty students, selected from the Regional Institute for Mentally Handicapped Chandigarh, with informed consent of parents with pre selected inclusion and exclusion criteria and randomly assigned to the two groups. Experimental group was treated by the experimenter with intervention package after pre test up to 60 sessions and control group was remained untreated. After the treatment and analysis, experimenter found that students of experimental group who treated with the treatment package have significant decrease in problematic behaviours with t value 8.450, in comparison to control group.

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

Frontiers in Psychology ◽

10.3389/fpsyg.2021.677703 ◽

2021 ◽

Vol 12 ◽

Author(s):

Udeme Samuel Jacob ◽

Jace Pillay ◽

Esther Olufunke Oyefeso

Keyword(s):

Intellectual Disability ◽

Music Therapy ◽

Rating Scale ◽

Analysis Of Covariance ◽

Control Group ◽

Mild Intellectual Disability ◽

Attention Span ◽

Pictorial Illustration ◽

Post Test ◽

Marginal Means

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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Effectiveness of music therapy on reading skills of pupils with intellectual disability

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i1.5526 ◽

2021 ◽

Vol 16 (1) ◽

pp. 251-265

Author(s):

Udeme Samuel Jacob ◽

Jace Pillay

Keyword(s):

Intellectual Disability ◽

Data Analysis ◽

Music Therapy ◽

Reading Skills ◽

Economic Status ◽

Analysis Of Covariance ◽

Special Schools ◽

Socio Economic Status ◽

Before And After ◽

Post Test

Objective: Reading is an indispensable skill. The study investigated the effects of music therapy on the reading skills of pupils with intellectual disability. Methods: An experimental research design was used. The sample was purposively selected from two special schools for pupils with intellectual disability in Ibadan, Nigeria. Seventeen pupils were randomly assigned to two groups (music therapy and control groups). Eighteen sessions of music therapy were conducted with the experimental group only. The Reading Skills Test was used before and after the intervention to collect data. Analysis of Covariance (ANCOVA) was used for data analysis. Results: The data indicated that there was a significant statistical difference between pre-test and post-test results. The interaction effect of treatment and parents’ socio-economic status was not significant for the participants’ reading. Conclusion: Music therapy enhanced the reading skills of pupils with intellectual disability and should be adopted in teaching pupils with intellectual disability. Keywords: Music therapy; parents’ socio-economic status; pupils with intellectual disability; reading skills

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Development of a New Attention Rating Scale for Children With Intellectual Disability: The Scale of Attention in Intellectual Disability (SAID)

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-120.2.91 ◽

2015 ◽

Vol 120 (2) ◽

pp. 91-109 ◽

Cited By ~ 4

Author(s):

Nerelie C. Freeman ◽

Kylie M. Gray ◽

John R. Taffe ◽

Kim M. Cornish

Keyword(s):

Intellectual Disability ◽

Clinical Research ◽

Children And Adolescents ◽

Rating Scale ◽

Community Survey ◽

Valid Measure ◽

Attention Difficulties ◽

Adhd Symptomatology ◽

Children With Intellectual Disability

Abstract Difficulties with attention, impulsivity, and hyperactivity are thought to be as common among children with intellectual disability (ID) as they are in children without ID. Despite this, there is a lack of scales to specifically assess ADHD symptomatology in children and adolescents with ID. This article describes the development and evaluation of a teacher-completed measure; the Scale of Attention in Intellectual Disability (SAID). A community survey of 176 teachers of children 5–13 years of age, with ID at all levels of impairment indicated that the T-SAID is a reliable and valid measure. Integrating this scale with neuropsychological and clinical research holds exciting promise for enhancing our understanding of the nature of attention difficulties within populations with ID.

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Using Chinese idioms to teach adolescents with intellectual disabilities self-determination skills

Social Behavior and Personality An International Journal ◽

10.2224/sbp.9103 ◽

2020 ◽

Vol 48 (5) ◽

pp. 1-11

Author(s):

Pen-Chiang Chao

Keyword(s):

High School Students ◽

Intellectual Disability ◽

Intellectual Disabilities ◽

Repeated Measures ◽

Intervention Group ◽

The Self ◽

Self Determination ◽

Analysis Of Covariance ◽

Control Group ◽

Chinese Idioms

The purpose of this study was to develop a curriculum that combines Chinese idioms and self-determination components, and evaluate its effectiveness in enhancing the self-determination of students with intellectual disabilities. Participants were 85 students with an intellectual disability in 10th to 12th grade, selected from 2 vocational high schools located in northern Taiwan and randomly assigned to either a control group or an intervention group that received Chinese-Idiom Self-Determination Curriculum (CISDC) instruction. To assess student progress I used Arc's Self-Determination Scale and the Self-Determination Scale for Taiwanese Students, and the participants' teachers and parents completed the Self-Determination Assessment Scale-Teacher/Parent Form. Data were analyzed using descriptive statistics, analysis of covariance, and repeated measures analysis of variance. Results show that the diverse teaching methods and content of the CISDC could help to compensate for the cognitive impairment of high school students with an intellectual disability, enabling them to learn self-determination skills by discussing, exploring, and reflecting in the process of reading Chinese idiom stories.

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Mental health of children and adolescents with intellectual disabilities in Britain

The British Journal of Psychiatry ◽

10.1192/bjp.bp.107.038729 ◽

2007 ◽

Vol 191 (6) ◽

pp. 493-499 ◽

Cited By ~ 295

Author(s):

Eric Emerson ◽

Chris Hatton

Keyword(s):

Mental Health ◽

Intellectual Disability ◽

Intellectual Disabilities ◽

Children And Adolescents ◽

Psychiatric Disorders ◽

Significant Proportion ◽

Cumulative Risk ◽

Conduct Disorders ◽

British Children ◽

Children With Intellectual Disability

BackgroundFew studies have employed formal diagnostic criteria to determine the prevalence of psychiatric disorders in contemporaneous samples of children with and without intellectual disabilities.AimsTo establish the prevalence of psychiatric disorders against ICD—10 criteria among children with and without intellectual disabilities, the association with social/environmental risk factors, and risk attributable to intellectual disability.MethodSecondary analysis of the 1999 and 2004 Office for National Statistics surveys of the mental health of British children and adolescents with (n=641) and without (n = 17774) intellectual disability.ResultsPrevalence of psychiatric disorders was 36% among children with intellectual disability and 8% among children without (OR=6.5). Children with intellectual disabilities accounted for 14% of all British children with a diagnosable psychiatric disorder Increased prevalence was particularly marked for autistic-spectrum disorder (OR=33.4), hyperkinesis (OR=8.4) and conduct disorders (OR=5.7). Cumulative risk of exposure to social disadvantage was associated with increased prevalence.ConclusionsA significant proportion of the elevated risk for psychopathology among children with intellectual disability may be due to their increased rate of exposure to psychosocial disadvantage.

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Age Features of the Socialisation of Children with Intellectual Disability in Special Psychological and Pedagogical Research

Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” ◽

10.52534/msu-pp.6(2).2020.173-184 ◽

2020 ◽

Vol 6 (2) ◽

pp. 173-184

Author(s):

Viktoriia Ye. Kovalenko

Keyword(s):

Intellectual Disability ◽

Social Development ◽

Intellectual Disabilities ◽

Theoretical Modelling ◽

Social Significance ◽

Low Level ◽

Theoretical Approaches ◽

Pedagogical Research ◽

Age Features ◽

Children With Intellectual Disability

Understanding the ontogenetic features of socialisation of children with intellectual disability is of great social significance. The purpose of the scientific article is to identify the age characteristics of socialisation of children with intellectual disability in special psychological and pedagogical research. In the course of the study, the following methods were used: analysis of general and special psychological and pedagogical literature; systematisation and generalisation of theoretical approaches to solving the problem of children with intellectual disabilities’ social development; definition of key concepts’ content; theoretical modelling to create a hypothetical model of socialisation of the child with intellectual disability at different ages. It was found that the socialisation of a personality with intellectual disability in preschool age was manifested in disorders of self-perception, decreased emotional sensitivity, ability to empathise, lack of understanding and adequate assessment of life situations, social skills’ disorders. Due to the existing behavioural disorders, younger students have a feeling of loneliness, lower social competence. The semantic sphere of adolescents with intellectual disability is manifested in the delayed development of semantic life orientations, low level of life satisfaction, unformed higher emotions, dominance of primitive interests, violations of self-control, dominance of low level of adaptation to the social environment. Senior students with intellectual disability have a distortion of self-awareness, which is manifested in undifferentiated and uncritical perceptions of adolescents about themselves, inadequate self-esteem. The established age features of children with intellectual disabilities’ social formation make it possible to work out a system of corrective influence on their social development taking into account the “structure of the disorder” based on the “bottom-up” correction principle

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Quality of Life of Parents of Children with Intellectual Disabilities in Croatia

Journal of Educational and Social Research ◽

10.5901/jesr.2017.v7n2p43 ◽

2017 ◽

Vol 7 (2) ◽

pp. 43-48 ◽

Cited By ~ 4

Author(s):

Anja Kovac Misura ◽

Haris Memisevic

Keyword(s):

Quality Of Life ◽

Intellectual Disability ◽

Intellectual Disabilities ◽

Educational Status ◽

Control Group ◽

Family Quality Of Life ◽

Significant Difference ◽

Survey Results ◽

Children With Intellectual Disability

Abstract The goal of the present study was to examine the quality of life (QOL) of parents of children with intellectual disability. An additional goal was to examine the effects of gender and educational status on the QOL of these parents. The sample for this study consisted of 50 parents of children with intellectual disabilities and 50 parents of children without disabilities as a control group. As A measure of QOL, we used Family Quality of Life Survey. Results have shown that there is a statistically significant difference between the perceived QOL of parents of children with intellectual disabilities and parents of typically developing children. The effects of gender and educational status on QOL of parents of children with intellectual disabilities were also statistically significant. However, there were no interaction effects of gender and educational status on the QOL. Given the lower QOL of parents of children with intellectual disability, it is important to provide them with support programs in order to improve their QOL.

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