M.A. in Special Education
Interdisciplinary and Inclusive Education
College of Education
Kuder, S. Jay
Children with mental disabilities--Education; Music--Instruction and study--Juvenile
Special Education and Teaching
This study examined the effects of background Mozart music on the task persistence of multiple disabled children in a self-contained classroom.
The subject sample included five children ages five to nine with multiple disabilities including autism, attention deficit hyperactivity disorder, pervasive developmental disorder, and moderate cognitive delays.
The procedure used an A-B-A research design. Baseline data was collected for five consecutive days during morning arrival and individual seat work. This was followed by an intervention of playing background Mozart music during these two time periods for ten consecutive days. Baseline data was again collected for five days. A paired t test was used to analyze data.
Significant improvement was found in the on-task persistence behaviors for all the children in the study. Those students who exhibited the greatest incidents of off task behaviors during morning arrival or individual seat work showed the greatest improvement in on-task persistence following the Mozart music intervention. Improvements were not limited to the type of disability. All subjects in this study improved.
Implications for educators suggest use of background Mozart music may increase on-task persistence and have a calming influence for all multiple disabled children regardless of disability in varied classroom activities.
Lang, Lois LaPierre, "The effects of music on the task persistence of multiple disabled children in a self-contained classroom" (2001). Theses and Dissertations. 1577.