Review of Literature Impact of Music on Children With Special Needs Pdf
Introduction
A pregnant challenge faced by children with intellectual inability is the difficulty of paying attention to classroom education long enough to acquire the information they need to effectively participate in learning activities. Near children with intellectual disability take the ability to complete academic and non-academic tasks, but their disability to pay attention to detailed instruction frequently leads to failure. To ensure that the skills required to complete assigned responsibilities are easily developed, it is important that advisable teaching strategies are used to enhance the attention of children with intellectual inability during teaching and learning procedure (Deutsch et al., 2008). Attention span among schoolhouse-aged children is peculiarly crucial, as active participation (on-task and on-schedule behavior) in academic activities can contribute to improved academic performance (Carnahan et al., 2009). The term "attention" refers to the ability of an individual to concentrate their perception and idea on a specific task while deliberately ignoring inapplicable stimuli (Erbay, 2013).
Attention-related issues have been, or may exist, due to learning disabilities, or triggered by them. More data on attention span amidst children with developmental disabilities is required due to the co-morbidity of intellectual disability and attending arrears hyperactivity disorder (ADHD) (American Psychiatric Association, 2013). Various studies have shown that the child'southward ability to pay attending explicitly predicts academic operation. The level of children's attention functionality, according to Commodari (2012), correlates with the likelihood of developing learning disorders in a learning environment. Moreover, attending span has meaning correlation with the overall achievement of a child afterwards in life (Commodari, 2012; Gardner-Neblett et al., 2014). Attention deficit is often associated with dumb mental skills and weak impulse and behavioral control, leading the child to participate in off-task and/or destructive beliefs at school (Commodari, 2012; Gardner-Neblett et al., 2014).
An alerting cue can be used to establish the advisable level of attention (Hedges et al., 2013). A child may process data efficiently using the alerting cue while their attending is focused on appropriate tasks. In essence, the human relationship between attention of children with intellectual disability and the use of alerting cues should be investigated to determine their efficacy. While interventions to enhance attention span in children have been identified, most of these are ineffective for children with intellectual inability considering they lack the cerebral skills to function in sure circumstances. Among the intervention strategies are visual materials, promoting predictability using routines, the use of self-subject field, music, personality-reliance teaching, applied behavior analysis, and prescription drugs (Deutsch et al., 2008; Carnahan et al., 2009; Gardner-Neblett et al., 2014). The ineffectiveness of such interventions may too exist attributed to the disability of children with intellectual inability to call up information previously learnt.
For most children with intellectual disability, delays in visual processing, linguistic communication processing, and comprehension of bones English are likely to lead to difficulties sustaining the required level of attention for learning. The objective of this enquiry was to investigate the effects of music therapy and pictorial illustration on the attending span of children with mild intellectual disabilities.
Literature Review
Benefit of Attention on Classroom Participation
Children with intellectual inability often neglect to follow instructions and seem not to exist listening when directly spoken to Christiansen et al. (2015). They may demonstrate a reluctance to participate in activities that involve sustained mental energy or close attention to detail and may brand devil-may-care mistakes in their work. The primary importance of attention span is to enable the child with intellectual disabilities to focus on the task for a designated amount of time (Diamond and Lee, 2011). Teachers suggest that listening to each word during the learning process makes it easier for children to develop a deeper and better understanding of classroom pedagogy and concepts, and reduces the fourth dimension needed for revisions of what was learned later on. Generally, teachers give their pupils this information without understanding how factual it is, or even if it is truthful.
Attending plays a crucial role in dissimilar cognitive activities (Gray et al., 2003), for example, spatial cognition, comprehension, long-term memory, logical thinking, and general executive functioning (Dean, 2006). Typically, a person becomes aware of the characteristics of an object when attention is paid to those objects, and the objects volition fade abroad from consciousness as soon equally attention is transferred to other objects (Laureys and Tononi, 2009). Notwithstanding, Shelton et al. (2008) do not agree with the submission based on their perception that not all activities being focused on tin be processed past the conscious mind, or vice versa. Schweizer (2010) argues that in that location are various types of attention, including: sustained attention, which involves a groovy deal of continuous mental endeavour; selective attention, also defined as intense attention; and managed attending, which refers to the controlled processing of data.
Attention is crucial part of learning. It is believed that paying attention to classroom activities can enhance the learning process, as attending lessons has a pregnant impact on the firsthand response of pupils (Kruschke, 2005). Selective attention has been described every bit the virtually valuable attribute of learning, since it allows pupils to concentrate only on what is relevant in the learning surroundings (Kruschke, 2005). Children with intellectual disabilities are likely to face several boosted obstacles that may distract them from learning effectively, such as the classroom arrangement, the school culture, noises from both within and outside the classroom, and the instructor's voice and educational activity style. The reason why children with intellectual inability should be trained to avoid all forms of classroom distractions is that it can impede the efficient processing of information in such a learning environment.
Music Therapy
Music therapy, consisting of listening to or performing music oftentimes as a group, has been ranked amidst the nigh highly ranked forms of complementary and culling treatments (Klein and Kemper, 2016). Therefore, music is peculiarly important every bit an avenue of social contact and not-verbal self – expression (Johnels et al., 2016). Findings have shown that the utilize of music as a teaching strategy is efficient in enhancing academic accomplishment in a variety of subject areas (Iwasaki et al., 2013). This is due to the rhythm and highly-seasoned qualities of the music, choosing songs that naturally attract the children's attention. Eren et al. (2013) and Constanti (2015), for instance, discussed the upshot of music among children with special needs. Their findings inferred that music potentially reduced anxiety levels and stereotypical behaviors of preschoolers with special needs. Other research outcomes are convergent toward enhancing communication skills, attention span, and increasing regulation of emotions (Gooding, 2011; Nguyen, 2014).
In the submission of Kern et al. (2007), children with autism can be taught to follow classroom routine using music therapy. Sze (2006) opined that music tin be incorporated into literature to assist with content engagement and to aid children interact with, and participate in, specific tasks. Dissimilar researchers have focused on using music intervention to improve learning amongst children, irrespective of their level of ability. Songs with repetitive lyrics can exist efficiently used as didactics techniques for the development of reading fluency (Iwasaki et al., 2013). Sze (2006) noted that music helped with cognitive development because of its predictable arrangement. In addition, according to Sze, "the integration of music provides children with tangible, hands-on interactions that are vital to the development of each child's ability to cover, evaluate, solve issues, appraise, and promote inventiveness" (2006, p. 2). Psychosocial, emotional, cognitive, and communicative disorders have been successfully treated with music therapy (Baker et al., 2008). A well-known type of music therapy is Nordoff-Robbins.
In this type of music therapy, improvisation is used by therapists to brand up songs that assist the client piece of work through what they feel at a particular moment (Sorel, 2010). The use of music therapy for children with intellectual disability can help facilitate spontaneous non-verbal communication and tin likewise teach basic skills, similar reading (Register et al., 2007; Markworth, 2014). Most songs used for music therapy begin with "howdy" and terminate with "good-bye," which establishes a routine and expresses welcome. This demonstrates that an ideal starting point to teach children with disability how to keep routines is by using music therapy (Kern et al., 2007). Carnahan et al. (2009) argued that music is efficient in enhancing participation, processing, and retentivity of information, and that it can as well meliorate students learning beliefs. An investigation of the impact of visual aids paired with music on the participation of students with autism during small grouping instruction revealed that the use of visual aids paired with music resulted in an increase of students' participation (Carnahan et al., 2009).
Pictorial Illustration
The combination of texts with images is generally perceived to take a positive effect on children's learning and attending. For instance, pictorial illustrations are frequently used equally a way of inspiring readers by making texts more highly-seasoned and interesting (Male person, 2007). Not only is retention of information enhanced past pictorial illustration, but it also strengthens the power to cover complex subjects that ultimately contribute to the evolution of advisable problem-solving skills, provided text and images are compatible and spatially or temporally like (Mayer, 1997, 2009; Moreno and Mayer, 1999). From a cerebral betoken of view, pictorial illustrations are intended to enhance power based on the employ of the multimedia effect every bit they nowadays relevant data in a visual class and provide clear support for mental models of construction (Schnotz and Bannert, 2003; Schnotz, 2005; Mayer, 2009). Information technology can be concluded that the more attention the images attract, the less distracted from learning a learner would be (Harp and Mayer, 1998; Sanchez and Wiley, 2006).
The use of pictorial illustration as a resource is mutual in primary school because it can help to resolve and increase understanding of concept taught and acceptance of disability among learners. Beyond learning skills through text and pictures in children'southward books, pictorial illustration tin can serve every bit a foundation for developing children's self-awareness and helping them to empathize the culture of others around them (Cole and Valentine, 2000). The use of moving-picture show books tin can play a fundamental role in the instruction of children to raise learning outcomes (Golos et al., 2012). Koss (2015) besides consider pictorial illustration to be one of the virtually important mediators for transmitting cultural awareness and social values to children, as well as an interesting tool to understand the world and solve complex problems that could define the reality in which each child lives. The characters in the illustrations can as well help to enhance learning atmosphere past emphasizing diverseness, social equality, tolerance, and empathy for learners with disabilities (Sigmon et al., 2016). Information technology tin, notwithstanding, exist a challenging process to select and use appropriate books to effectively facilitate understanding among children with special needs, particularly those with intellectual disability (Ostrosky et al., 2013).
Methodology
Hypothesis
The null hypotheses tested at 0.05 level of significance was: There is no meaning main effect of handling (music therapy and pictorial illustration) on enhancing attention span of participants.
Participants
L children with balmy intellectual disability were selected for the report. They were selected using a multi-stage sampling method from three special schools to reflect geographical coverage of the Ibadan metropolis, Oyo Country. A purposive sampling technique was used for the selection of pupils with moderate intellectual disability based on assessment by a psychologist. Participants were assigned randomly to treatment groups tagged as M, P, and C, representing the handling they were exposed to. In school M, out of a population of 32 pupils, fifteen with balmy intellectual inability (N = 15, male = 8; female = vii; mean historic period = xi.eight) were selected; in school P, out of a population of twoscore pupils, 18 with balmy intellectual disability (Northward = xviii, male = 8; female = 10; mean age = 11.three) were selected; and in school C, out of 38 pupils, 17 with mild intellectual disability (Northward = 17, male = 9; female = 8; mean historic period = xi.vi) were selected. Participants in school M were exposed to music therapy, those in schoolhouse P were exposed to pictorial illustration, and participants in school C were exposed to conventional methods of teaching, thereby serving equally the control group. The reason for not exposing children from the same schoolhouse to the three treatments was to avoid contamination.
Materials and Methods
The written report was based on a quasi-experimental research design of the pre-test command grouping using a factorial matrix of 3. Three levels of treatment (music therapy, pictorial illustration, and control) were considered. The pattern is represented thus:
Experimental Group one: (E1) O1 X1 O4
Experimental Group 1: (E1) O2 X1 O5
Control Grouping 2: (E2) O3 (E2) O6 Oiii O6
Where:
O1, Otwo, and O3 correspond experimental and command group pre-examination scores, respectively.
O4, O5, and O6 represent experimental and control group mail service-examination scores, respectively.
101 represents the treatment for experimental group (the teaching mode of music therapy).
101 represents the handling for experimental grouping (the teaching mode of pictorial illustration).
Music Therapy
Traditional folk songs were used for the music therapy. Each session was held using drum sets, a pianoforte and recorders. The teacher sang the song at the offset of each therapy session with the support of a music therapist, and the lyrics explained to participants what attentive behaviors were expected (advisable vocalizations, optics on speaker/materials, advisable hand movement, sitting upright, and still feet). The music therapy treatment consisted of twenty-four sessions of 45 min each for the treatment grouping. Participants were encouraged to sing along and dance to the music. Participant names were inserted into the songs and when necessary specific actions was taken by the participants such as dancing, stamping of the anxiety among others. For the control grouping, no intervention was used, and they were not asked to attend whatever music therapy sessions. Example of the sing used includes:
Bàtà mi á dún ko ko kà – My shoes will brand a rich sound.
Lábẹ́ì igi òroẹ́bó |- Under the orange tree.
Pictorial Illustration
During the pictorial illustration sessions, images and diagrams were drawn past manus. Each session was held using drawing books, pencils, and crayons. The pictorial illustration treatment consisted of xx-4 of 45 min each for the treatment grouping. Participants were encouraged to depict pictures representing their ideas and responses to questions. For the control group, no intervention was used, and they were not asked to attend any pictorial illustration sessions.
Moss Attention Rating Scale
The Moss Attention Rating Scale was designed in 2003 past John Whyte and colleagues. The scale has 22 items assessed on a v-point Likert-type scale based on how well an individual behavior is represented. The response ranged from "definitely true" to "definitely false." The phrases used for each item were such that participants were expected to perceive each behavior every bit an indication of ether adequate or inappropriate attention. Most items had a relationship with the three predictor variables observed for the Moss Attention Rating Scale (MARS): restlessness, distractibility, initiation, and sustained consistent attention (Hart et al., 2006). The total raw MARS score may be converted to an interval metric from 0 to 100. The MARS has been subjected to two large sample studies of inter-rater reliability. The first (Whyte et al., 2003) compared ratings of patients' occupational therapists (OTs) and physical therapists (PTs) washed independently over the same 3-day window. The MARS was originally designed equally an observational rating scale to provide a reliable (r = 0.64), quantitative, and ecologically valid measurement of attending-related behavior after traumatic brain injury (TBI) (Hart et al., 2009). The scale was pilot tested to make up one's mind information technology suitability for pupils with mid intellectual disability. It yielded a cronbach'southward blastoff of 0.69.
Ethical Consideration
Participant's parents were duly informed about the aim of the study by through a letter of the alphabet sent to them and required to be at the school on a specific day with the researcher. In line with the ethics of research, the researcher a meeting was held with participant'southward parents where the content of the consent course was explained to them by the a teacher who also serve as research assistant, using native language. Once adequate understanding was ensured, each parent completed and appended their signature to the consent grade. Participants were assured of the confidentiality of their profiles and responses. One major restriction in the written report was that the sessions was non recorded.
Process
The local education say-so granted approval to conduct the report and were informed of its purpose. An introduction was presented to the head of the selected schoolhouse. 3 research assistants served as resource teachers for the three groups. Teacher of children with special needs implemented the music therapy while trained therapist assisted and so that it can be appropriately carried out. They were trained during sessions of five h each for 3 days on how to provide the intervention to participants. After that, the attention bridge scale was administered to selected children with intellectual inability. The data collected was the pretest score. The intervention lasted for 8 weeks, with 45 min sessions. Placebo treatment was given to the control grouping (conventional method). The instrument used during the pretest was also used to evaluate the treatment and control group as the mail service-examination after the viii weeks of intervention.
Data Analysis
The data generated were analyzed using Analysis of Covariance (ANCOVA) to test the nada hypotheses at 0.05 level of significance difference. Moreover, the estimated marginal means and Bonferroni post hoc results were determined.
Results
H o i: There is no pregnant main consequence of handling on attending span of children with intellectual disability.
Tabular array 1 shows that at that place was significant main result of handling in enhancing attention span of children with intellectual disability [F ( two,35 ) = 443.582; p < 0.05; partial η2 = 0.962]. The issue size is 96.2%. This implies that 96.two% variance in the post-reading performance of learners with intellectual inability was deemed for by treatment, hence, at that place was a significant difference in the attention span of children with intellectual inability Therefore, the zero hypothesis was not accepted. The level of significant principal effect was determined groups using estimated marginal means of the treatment groups and the result is presented in Table two.
Table ane. Analysis of covariance of post-attention span of children with intellectual disability by treatment.
Table 2. Estimated marginal ways of post-attention span past treatment.
Table 2 shows that the learners with intellectual inability in the pictorial analogy grouping had the highest mail service-attending span score (34.076), followed by music therapy (24.160), while the students in the conventional group had the lowest hateful score (fourteen.373). This lodge could be represented as PI > MT > CS.
Tabular array 3 shows that there was a significant difference in the postal service-reading performance of students in the music therapy and pictorial illustration groups (Mean difference = −9.916; p < 0.05); music therapy and conventional (Mean difference = 9.787; p < 0.05); and pictorial illustration and conventional (Mean divergence = nineteen.704; p < 0.05).
Table 3. Bonferroni mail service hoc analysis of the reading functioning by handling.
Give-and-take of Findings
Based on the hypothesis, the results show that treatment (music therapy and pictorial illustration) had a meaning effect on the attending span of children with intellectual disabilities. This is consistent with the suggestion of Sze and Yu (2004) that integrating music and learning for students could provide opportunities for realistic, hands-on interactions that are important for the development of each student's ability to reason, reverberate and resolve conflicts. This shows that that music can be used finer for the management of medical and psychological challenges. Furthermore, music therapy as an intervention, information technology has improved motor functioning in children and coordination and strength in children with ID (Ekins et al., 2019). The intervention group of the present study participated in a multidimensional movement of activity during the intervention that stimulated all sensory systems.
These findings are consistent with recent studies suggested that regular physical activity programs such as music that will permit participants to move their body had positive furnishings on the social and school beliefs characteristics of individuals with Intellectual Disabilities (All-time, 2010; Brooks et al., 2015; Güvendi and İlhan, 2017; Yílmaz and Soyer, 2018). Moreover, present finding on the event of pictorial illustration on attention span aligns with previous research submission that a temporal human relationship be between information processed visually and verbally (Hill, 2003; Butcher and Vincent, 2007; Özdemir, 2007). In the opinion of Bruscia (2014) music centered interactions are an undeniable aspect of music therapy, where music is the acting motivator considering music contributes to therapy every bit a tool, a process and an outcome.
Furthermore, the estimated marginal means of post-attention span by treatment revealed that pictorial illustration had the highest mail-attending span score, followed by music therapy, while the control group had the lowest post-attention bridge score. The nowadays findings are consistent with the report of Ryu, cited in Roslina (2017), that using dual coding theory (visual and verbal mode) for processing information institute a challenge, when the system to procedure the information is more than than i. This shows that it is more efficient using two sources of information during classroom activities because it will enhance attention span required for improving comprehension. Moreover, pictorial analogy was used every bit a means of motivating and engaging pupils, thereby increasing student accomplishment. The estimated marginal means for music therapy is not consistent with the submission of Anderson and Fuller (2010), who reported a significant refuse in reading comprehension after pupils listened to lyrical music, compared to the control group that read in a tranquillity environment. The result is, yet, consistent with the previous study that music has a positive event on increasing on-task behavior (Dieringer et al., 2017) and decreasing off-task behavior (Titus and Porretta, 2012) for children with ASD.
Conclusion and Recommendations
Based on the findings of the study, it tin can be concluded that handling (music therapy and pictorial illustration) had a meaning upshot on the attention span of children with intellectual disability when compared to participants in the control group. The reason for the effectiveness of music therapy could be due to the active participation of learners in singing the songs (traditional folk songs were used) and in that way the involvement of the learners was better sustained in comparison to participants in the control grouping. Pictorial analogy was the more efficient of the two treatments in sustaining the attention of children with intellectual disability. This was probably due to the opportunity created for the learners to interact with one another while learning through pictures. Music therapy and pictorial illustration are learner-centered instructional strategies which volition increase the active participation of learners in any learning environment.
The implication of these findings is that the use of the 2 strategies (music therapy and pictorial illustration) to enhance the attention of children with intellectual disability should be encouraged amid their teachers. This is considering both strategies raise the attention of children with intellectual disability required for active classroom participation. In that way, learning is made physical, auditory, and visual. Since pictorial analogy had a more significant event in enhancing the attention span of children with intellectual disability, teachers should consider their utilise to encourage learners' agile participation in learning tasks. Information technology is, therefore, recommended that stakeholders such as teachers, caregivers, and parents of children with intellectual inability, should exist trained on how pictorial illustration and music therapy can exist applied to attract the attention of children with intellectual disability.
Limitations
The small sample size was one of the study'southward limitation. Future inquiry should include a larger number of participants. Due to the unpredictability of a variety of factors, conducting the study in a school setting was also a limitation. These factors include participant absences, pupil behavior (which tin can sometimes be distracting to other pupils and necessitate the removal of staff from the academic setting to deal with behaviors), and scheduled days off from school. Another limitation to the study is 1 person serving as assessor of the participants' attention-related beliefs in each treatment group. This did not allow for opportunity to compare the degree of agreement or disagreement of observed behavior.
Data Availability Statement
The original contributions presented in the study are included in the article/supplementary cloth, farther inquiries can be directed to the corresponding author/s.
Ideals Statement
The studies involving human being participants were reviewed and approved by the Academy of Ibadan. Written informed consent to participate in this study was provided past the participants' legal guardian/next of kin.
Author Contributions
UJ conceived the research and did the data collection. JP and EO worked and edited the manuscript. All authors contributed to the commodity and approved the submitted version.
Funding
This work was supported by the Southward African Research Chairs Initiative of the Department of Scientific discipline and Innovation and National Research Foundation of South Africa, S African Research Chair in Education and Care in Childhood, Faculty of Education, University of Johannesburg, Due south Africa (grant number: 87300, 2017).
Disharmonize of Interest
The authors declare that the inquiry was conducted in the absence of whatever commercial or fiscal relationships that could exist construed as a potential conflict of interest.
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Source: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.677703/full
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