A Case Study of musical Behavior of Child with Autism While Joining Music Activity.

• Main Authors: LEE,YU-WEN, 李毓文
• Other Authors: CHENG,FUNG-CHING
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/5w9eac

碩士 === 國立臺南大學 === 音樂學系碩士班 === 104 === This research focuses on musical behavior of children with autism. To understand learning status of the case, teaching strategy of teachers and the pattern of peer interaction, the author recorded the musical behavior of one autistic child, and interviewed the parents, teachers and peers. Structured observation would be introduced as primary research tool, with interview as auxiliary tool. Research tools included tables of observation scales, in-class record, quantitative summary of successive observation, summary of successive observation narratives, and second layer qualitative analysis. The case is a child with moderate autism, who studies in a second-grade general class. As for interviews, the interview guide, tables of interview notes and re-check table would be utilized with attempt to supplement observation scales. In addition, interviewees were the parents, homeroom teachers, classmates and music teachers. The interviews were conducted in three directions: “to assist in-class music learning”, “measures to handle problems of teaching” and “how to comfort emotions of the subject”. Qualitative and quantitative data analyses were both applied in this study. Through Excel, key points of the interviews and observation notes were summarized and processed for qualitative data analysis, while quantitative data analysis was conducted with frequency analysis, data average and visual analysis. The summaries are as follow: I. The general behavioral capacity of the case when participating music-learning activity showed positive, while communication skills showed weak, and the ability to learn music approached positive. II. The parents could assist the case in general behavior reaction and music-learning behavior, and the case showed weak communication skills at home. As for capability of peer interaction, the case tends to be passive, and interactive behavior requires guidance of the peers. III. Guiding, incentive and punitive strategies are mostly used by the main classroom teachers. Music teachers use company or peer-assisting strategies. Sometimes teachers would request teachers of resource class to aid, and offered individual instruction after class.