Exploring young children's communication development through the soundbeam trigger modes in the 'Holistic Music Educational Approach for Young Children' programme (IR)

Lee, Liza

QR Code Link :
Type :	article
Subject :	M Music
ISSN :	2600-9366
Main Author :	Lee, Liza
Additional Authors :	Ho, Han-Ju
Title :	Exploring young children's communication development through the soundbeam trigger modes in the 'Holistic Music Educational Approach for Young Children' programme (IR)

Place of Production :	Universiti Pendidikan Sultan Idris
Year of Publication :	2018
PDF Full Text :	Login required to access this item.

Abstract :

The Holistic Music Educational Approach for Young Children (HMEAYC) is a professional method that aims to provide a music curriculum for children in both mainstream and special education settings. The purpose of this research was to examine the effectiveness of the HMEAYC in communication development through the use of the Soundbeam trigger modes in young children from the mainstream and with special needs. The participants were divided into two groups, and they were aged between 41 and 55 months. All the children received the same number of hours of music instruction per week incorporating the ‘Soundbeam technology’ adapted from the HMEAYC method. The duration was 32 weeks with a 40-minute instructional session once a week. The results and findings showed that both of the groups increased their participation in the musical activities and improved their communication ability by the end of the study. The findings suggest the HMEAYC curriculum framework is beneficial for making connections between music activities and comprehension processes in communication. The results showed that in the autism spectrum disorder children and young children, the manipulation behaviours are both related to single operation through the Soundbeam trigger modes in the HMEAYC.

References

1. Adamek, M. S., & Darrow, A. A. (2005). Music in special education. Silver Spring, MD: The American Music Therapy Association. 2. Adamek, M. S., Thaut. M. H., Funnan, A. G. (2008). Individuals with autism and autism spectrum disorders (ASD). In W. B. Davis, K. E. Gfeller, & M. H. Thaut (Eds.), An introduction to music therapy: Theory and practice (pp.117-142). Silver Spring, MD: American Music Therapy Association. 3. Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis. Cambridge: Cambridge University Press. 4. Besson, M., Schon, D., Moreno, S., Santos, A., & Magne, C. (2007). Influence of musical expertise and musical training on pitch processing in music and language. Restorative Neurology and Neuroscience, 25(3-4), 399-410. 5. Bhatara, A., Yeung, H. H., & Nazzi, T. (2015). Foreign language learning in French speakers is associated with rhythm perception, but not with melody perception. Journal of Experimental Psychology : Human Perception and Performance, 41(2), 277-282. 6. Chase, K. M. (2004). Music therapy assessment for children with developmental disabilities: A Survey Study. Journal of Music Therapy, 41(1), 28-54. 7. Dieringer, S. T., Porretta, D., & Gumm, E. (2013). Using music therapy principles to enhance physical activity participation in children and adolescents with disabilities. Palaestra, 27(3), 42-46. 8. Ellis, P. (2004). Moving Sound. In MacLachlan, M. and Gallagher, P. (Eds.) Enabling Technologies-body image and body function, Part 1, chapter 4 (pp. 59-75). Edinburgh: Churchill Livingstone. 9. Ellis, P., &Leeuwen, L.Van. (2000, July). Living sound: human interaction and children with autism. In Music in Special Education, Music Therapy and Music Medicine (pp. 33– 55). Regina, Canada. Retrieved from http://www.Soundbeam.it/autism.pdf 10. Gfeller, K. E., & Darrow, A. A. (2008). Music therapy in the treatment of sensory disorders. ln. W. B. Davis. K. E, Gfeller, M. H. Thaut (3rdEds., pp. 565-404), An introduction to music therapy and practice. American Music Therapy Association. Inc: Silver Spring, Maryland. 11. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. 12. Hargreaves, D.J., MacDonald, R.A.R., Miell, D. E. (2005). How do people communicate using music? In D. J.Miell, D.E., MacDonald, R.A.R., Hargreaves (Eds.), Musical Communication (pp. 45–66). Oxford University Press. 13. Hooper, J., Wigram, T., Carson, D., & Lindsay, B. (2008a). A review of the music and intellectual disability literature (1943-2006) Part One—Descriptive and Philosophical Writing. Music Therapy Perspectives, 26(2), 66-79. 14. Hooper, J., Wigram, T., Carson, D., & Lindsay, B. (2008b). A review of the music and intellectual disability literature (1943-2006) part two: Experimental writing. Music Therapy Perspectives, 26(2), 80-96. 15. Hou, H. T. (2010). Exploring the behavioural patterns in project-based learning with online discussion: Quantitative content analysis and progressive sequential analysis. Turkish Online Journal of Educational Technology, 9(3), 52-60. 16. Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Computers in human behavior, 48, 424- 435. 17. Jacoby, M. (2013). Technology for all. School Band & Orchestra. 16(9), 54-56. 18. Lee, L. (2007). An action study using thematic method of teaching young children English through music. Kaohsiung Normal University Journal, 22, 1-24. 19. Lee, L. (2008). An empirical study on application of music therapy to develop young special needs children’s language ability. The Journal of College of Humanities and Social Sciences, 6(1), 19-60. 20. Lee, L. (2011a). Soundbeam5-user guide in Chinese. Taiwan: Taipei. 21. Lee, L. (2011b). A case study on integrating Soundbeam technology and music activities to enhance a child with disabilities development of motor skills and attention span. Chaoyang Journal of Humanities and Social Sciences, 87-108. 22. Lee, L. (2012). Theory & practice of music educational therapy for young children with disabilities: A report of the industry-university collaboration research at Taichung early intervention center (Vol. I, II, III, IX, X). Taiwan: Taiwan Fund for Children and Families. 23. Lee, L. (2015). Investigating the impact of music activities incorporating Soundbeam Technology on children with multiple disabilities. Journal of the European Teacher Education Network, 10, 1-12. 24. Lee, L. (2016). Music activities for children with disabilities: An example from Taiwan. In D. V. Blair & K. A. McCord (Eds.), Exceptional Music Pedagogy for Children with Exceptionalities: International Perspectives. (pp. 131-153). Oxford University Press. 25. Lee, L., & Ho, H. J. (2017, April). The exploration of music educational therapy approach on developing the emotional stability and communication skills for young children with severe disabilities: A case study. In I.Vale &J.Portela (Eds.), 27th European Teacher Education Network Conference. Gothenburg, Sweden. 26. Lee, L., & Li, T. Y. (2016). The impact of music activities in a multi-sensory room for children with multiple disabilities on developing positive emotions : A case study. Journal of the European Teacher Education Network, 11, 1–12. 27. Lee, L., & Lin, S. C. (2013, April). Evaluating the use of music with teaching aids in a multi-sensory environment on developing children with disabilities positive emotions and communication skills. In J.Portela, I.Vale, F.Huckaby, &G.Bieger (Eds.), The Proceeding of the 23rd the European Teacher Education Network (pp. 143–162). Hasselt, Belgium: European Teacher Education Network. 28. Lee, L., & Lin, S. C. (2015). The impact of music activities on foreign language, English learning for young children. Journal of the European Teacher Education Network, 10, 13–23. 29. Lee, L., & McCord, K. (2012, July). Using music technology with young children with autism: two case studies. In L.Williams (Ed.), 30th ISME World Conference on Music Education (p. 177). Thessaloniki, Greece: International Society for Music Education. 30. Lu, T.H. & Chen, H. (2009). The adaptive behavior assessment system – second edition (ABAS-II). Taiwan: Taipei. (Original work Harrison, P. L. & Oakland, T, published 2003). 31. Luo, C., Guo, Z., Lai, Y., Liao, W., Liu, Q., Kendrick, K. M., Yao, D., Li, H. (2012). Musical training induces functional plasticity in perceptual and motor networks: Insights from resting-state fMRI. PLoS ONE, 7(5), 1-12. 32. Matson, J. L., Bamburg, J. W., & Smalls, Y. (2004). An analysis of Snoezelen equipment to reinforce persons with severe or profound mental retardation. Research in Developmental Disabilities, 25(1), 89-95. 33. Moore, K. S. (2013). A systematic review on the neural effects of music on emotion regulation : Implications for Music Therapy Practice. Journal of Music Therapy, 50(3), 198-242. 34. Murray, K. S. J. (2005). Learning a second language through music. Academic Exchange Quarterly, 9(2), 161-165. 35. O’Riordan, M., & Passetti, F. (2006). Discrimination in autism within different sensory modalities. Journal of autism and developmental disorders, 36(5), 665-675. 36. Patel, A. D. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6(7), 674- 682. 37. Perrachione, T. K., Fedorenko, E. G., Vinke, L., Gibson, E., & Dilley, L. C. (2013). Evidence for shared cognitive processing of pitch in music and language. PLoS ONE, 8(8), 1-10. 38. Schon, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106, 975-983. 39. Swingler, T. (1994). Unlocking Musicality: Using Soundbeam as a new key to eloquence. In: Krout, R. (Ed): Integrating Technology. Music Therapy Perspectives, 72(1), 4-5. 40. Swingler, T. (1998, July)." That Was Me!": Applications of the Soundbeam MIDI controller as a key to creative communication, learning, independence and joy. On California State University Northridge Conference on Technology and Persons with Disabilities. Norwich, UK. 41. Swingler, T., & Brockhouse, J. (2009). Getting better all the time: Using music technology for learners with special needs. Australian Journal of Music Education, 2, 49-57. 42. Tam, C., Scwellnus, H., Eaton, C., Hamdani, Y., Lamont, A., & Chau, T. (2007). Movement-to-music computer technology: a developmental play experience for children with severe physical disabilities. Occupational Therapy International, 14(142), 99-112. 43. Tillmann, B. (2014). Pitch processing in music and speech. Acoustics Australia, 42(2), 124- 130. 44. Whipple, C. M., Gfeller, K., Driscoll, V., Oleson, J., & McGregor, K. (2015). Do communication disorders extend to musical messages? An answer from children with hearing loss or autism spectrum disorders. Journal of music therapy, 52(1), 78-116. 45. You, B. F. & Lee, L. (2016). A study of using music activities on the development of young children on positive emotions and social interaction. The Journal of College of Humanities and Social Sciences, 14 (2), 79-100.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page