• Journal of Music and Human Behavior
• /
• v.20 no.2
• /
• pp.61-88
• /
• 2023

This case study examined whether a cooperative musical instrument playing could enhance interactions between children with autism spectrum disorder (ASD) and their neurotypical (NT) siblings. It involved three children with ASD aged 7-12 years and three NT siblings aged 6-11 years. Each group, comprising a child with ASD and their NT sibling, participated in a 40-minute sessions twice weekly for eight sessions over four weeks. The intervention included three stages: simultaneous action, complementary action, and achieving a joint goal. Evaluation criteria included the initiation and response behaviors of each child, and sequential interactive behaviors and cooperative behaviors between pairs were measured. Additionally, before and after the intervention, parents and NT sibling assessed their perceived sibling relationships. Results showed increased interactive and cooperative behaviors. Post-intervention, both parents and NT siblings rated the sibling relationship highly, despite little change in sibling conflict and competition consciousness. These findings indicate that interactive instrument playing can enhance perceptions of siblings as cooperative play partners and aid in teaching them how to collaborate during interactions.

• Journal of Naturopathy
• /
• v.13 no.1
• /
• pp.32-41
• /
• 2024

Background: With the advancement of various technologies and media, we have entered an era of music appreciation that transcends physical spaces and devices. Following these changes, research is needed to understand how listeners select and different parameters regarding their listening behaviors. Objective: This study aims to investigate the listening behaviors of listeners and the criteria for music selection. Method: A survey was conducted with 112 adults aged 18 and older to examine listening behaviors and selection criteria during music listening. The survey consisted of 29 items including multiple-choice and open-ended questions. Results: It was found that listeners regularly listen to newly updated music as they have more access to them via various streaming platforms. In terms of listening situations, the majority listened to music while commuting (35%) or exercising (29%), both define as energy-consuming activities. All music elements including rhythm/tempo(28%), melody(26%), timber(25%) and lyric(20%) were considered with similar proportion for music selection. In terms of music elements. Furthermore, three categories of non-musical factors influencing music selection were identified, which are relational, cultural, and emotional. Relational(41%) and cultural(41%) factors showed to have highest impact respectively. Conclusion: The results of this study provide basic data regarding music listening behaviors and what they consider when selecting music.

• Journal of Naturopathy
• /
• v.13 no.2
• /
• pp.85-96
• /
• 2024

Background: The need to study music intervention for adolescents with severe developmental disabilities who engage in aggressive behavior. Purpose: This study aims to examine the researcher's experience in creating a music intervention environment when adolescents with severe developmental disabilities engage in aggressive behavior to avoid tasks. Method: Among the qualitative research methods, the researcher's experiences were explored through autoethnography. Collect a variety of empirical data on the research topic, the experience was analyzed according to the thematic analysis method of Braun and Clarke(2006). Results: As a result of data analysis, 31 codes, 9 sub-topics, and 3 super-topics were derived. Three superordinate themes were derived according to the nature of the environment: "Musical environment to reduce task resistance," "Physical environment that provides stability and comfort" and "Interpersonal environment with trust and warmth." Conclusion: In order to prevent and alleviate aggressive behavior in adolescents with severe developmental disabilities, it is important to create an environment tailored to them, so an ecological approach is necessary in music intervention. Although this is only a partial study, it provides information to therapists preparing for music intervention for adolescents with severe developmental disabilities and is meaningful as basic data on future intervention plans and coping strategies.

• Journal of Music and Human Behavior
• /
• v.1 no.1
• /
• pp.11-32
• /
• 2004

According to Edwin Gordon(1987, 1997, 2003), music aptitude is a product of interaction of innate potential and early environmental experiences. He referred to music aptitude of children up to nine years of age as developmental music aptitude which fluctuates due to musical environment. Music aptitude stabilizes at age nine, and the music aptitude after age nine is called "stabilized music aptitude". This research is to examine Gorden's hypothesis that the younger a child receives music education, the higher music aptitude. Also, this research is to experiment the effect of Audiation activities developed in Audie Music Curriculum on music aptitude. The researcher and another Audie teacher as a co-teacher guided children together for 30 minutes once a week. The pedagogy guidelines for informal guidance in music learning theory were kept throughout the classes. Also, Audie's teaching method which had been developed for Korean Kindergarten educational environment was also applied. Five-year-old subjects in Experimental group 1 experienced the Audie Music Curriculum of one year; five-year-old subjects in Experimental group 2 experienced it for two years. Primary Measures of Music Audiation was administered three times during their last year of Kindergarten. Subjects in the Control groups, one examined at the beginning and the other at the end of their last year in Kindergarten, received no Audie instruction. There was no significant difference in tonal aptitude, but there was significant difference in rhythmic aptitude(p< .05) among the experiemental groups. Because both Experimental groups showed statistical significance (p< .001) in the music aptitude increase during their academic years, the significant differences of the year-end music aptitude between control group and experimental groups were the expected result.

• Journal of Music and Human Behavior
• /
• v.3 no.1
• /
• pp.13-28
• /
• 2006

Autistic children have difficulties in communication. They tend to have more difficulties in general expression than in understanding sentences. This thesis tested the effect of music activities on children who have difficulties in language expression. As a research method, a group of autistic middle school students was selected who were attending normal schools. Three male students were selected for the test of K-ABC and CARS. Music treatments on the selected students were applied fifteen times, twice a week, for thirty minutes every time. The total treatment process could be divided into two stages. The stage one included the first twelve treatments and the stage two included following three treatments. In the stage one, the selected autistic students learned twenty four musics under real-world-like social circumstances. In the stage two, the students repeatedly learned the twenty four musics. A week before beginning the music treatment, the students were tested by PRES and a test developed by the author of this thesis. And a week after all treatments were completed, the students were tested again with the same test method to check if the students' expressive language ability got improved. The results of the research were as the following: First, the music treatment helped improve the autistic student's ability of expressing themselves such as 'requesting', 'rejecting', 'applying social customs' and 'providing information'. Second, the author of this thesis first had a hypothesis that the tested students might show different levels of achievements according to their intellectual ability or expressive language ability in K-ABC test, PRES and CARS. But it was not true. The student's level of achievement by music activities was proved not to have a significant correlation with their intellectual or expressive language abilities in the tests. Third, it was found that, through pre- and post-test of PRES, the music treatments could improve the receptive language ability as well as the expressive language ability. It saw great effect that musical data that utilize in specially this research investigator according to children's ability, autistic children write lyrics setting in social circumstance that is revealed much routinely and composes. To front, expect that suitable a lot of musics are developed in function and ability of subject person for elevation of expressive language ability.