Participatory drumming and oral language articulation

Embed Size (px)

Text of Participatory drumming and oral language articulation

  • A Dissertation Defense Mary K. LespierParticipatory Drumming and Expressive Oral Language

  • What to Expect TodayWhat I didWhy I did itHow I did itWhat I foundWhat conclusions I reachedWhat I recommend

  • Overview of the Study--What I DidIntroductionSpeech and Language DelayCausesPhysiologic and NeurologicTheoretical UnderpinningsMusic TherapyRhythmic Auditory Stimulation Melodic Intonation TherapyOPERA (Patel, 2011)

  • What I DidHypothesisResearch QuestionsLimitationsDelimitationsSignificance of the Study

  • Why I Did itDissertationEducationMusicFamily

  • Why I Did it

  • How I did itReview of LiteratureMusic and LanguageWermke & Mende, 2006; Moreno, 2008; Miranda and Ullman, 2007Language AcquisitionPiaget, Chomsky, Paul, PinkerMusic and the BrainGenes to Cognition Online http://www.3dscience.com/3D_Models/Human_Anatomy/Sensory/Inner_Ear.php

  • How I did itMusic Therapyaddiction, Alzheimers, depression, autismEntrainmentDrummingHistory

  • How I did itMethodologyDescriptive, ontological, mixed methodologyDesignSolomon Four-Group Pretest/posttestParticipantsStudentsmention student STeachers

  • Methodology

  • How I did itInstrumentationExpressive One-Word Picture Vocabulary Test-4th editionTeacher surveyThe Arts Education in Elementary and Secondary SchoolsU. S. Dept. of Education, Westat and Office of Budget and Management.

  • How I did itData collectionSurvey questions for teachers16 qualitative and quantitative questions about music therapy in the curriculumPretest and posttest scoresData AnalysisQualitative dataSmall sample size allows for identifying over-arching themes and meaning from the responses without the need for qualitative softwareQuantitative dataSPSS Student version 20.0Procedures

  • Group A

    Mean # of words = 45.4Mean # of words = 51.9

    Chart1

    7077

    2438

    4554

    6067

    3131

    2123

    6773

    Pretest

    Posttest

    Sheet1

    Student NumberPretestPosttestSeries 3

    XKzhuyzL70772

    ED6cSSmM24382

    DTA3AN2v45543

    uhEot7LA60675

    BGt4d7TN3131

    fKWhowPP2123

    bLXa9Ywh6773

    To resize chart data range, drag lower right corner of range.

    Sheet1

    Pretest

    Posttest

  • Group B

    Mean # of words = 50.5

    Mean # of words = 54.8

    Chart1

    Sheet1

    Student NumberPretestPosttest

    2UduC4gQ6266

    mAGkmv8T6777

    LtbJpCy86872

    HPqLjLEA5861

    L9ZwG4hb4952

    Sy9Tm3eb3740

    To resize chart data range, drag lower right corner of range.

    Sheet1

    Pretest

    Posttest

    Chart1

    6266

    6777

    6872

    5861

    4952

    3740

    Pretest

    Posttest

    Sheet1

    Student NumberPretestPosttestSeries 3

    2UduC4gQ62662

    mAGkmv8T67772

    LtbJpCy868723

    HPqLjLEA58615

    L9ZwG4hb4952

    Sy9Tm3eb3740

    To resize chart data range, drag lower right corner of range.

    Sheet1

    Pretest

    Posttest

  • Group CMean # of Words is 55.2

    Chart1

    69

    60

    38

    Posttest

    Sheet1

    PosttestSeries 2Series 3

    KeqP9YQK692.42

    vJNms5xW604.42

    8KVeKDGG381.83

    Category 44.52.85

    To resize chart data range, drag lower right corner of range.

    Sheet1

    Posttest

  • Group DMean # of words is 48.2

    Chart1

    53

    45

    48

    51

    44

    Posttest

    Sheet1

    PosttestSeries 2Series 3

    z2iJSTZu532.42

    mAGKmv8T454.42

    YFyvJbHj481.83

    WJyTgJS7512.85

    CpPtwVqf44

    To resize chart data range, drag lower right corner of range.

    Sheet1

    Posttest

  • What Does it All Mean?

    TestPretestInterventionPosttestPre resultPost resultAXOX45.451.9BXX50.554.8COX55.2DX48.2

  • What Does It All Mean?The mean of posttest of C and D scores = 56.3The mean of posttest of A and B scores = 53.3Difference between these scores should be small to demonstrate that the act of pretesting did not have an effect on the posttest scores.

  • What Does it All Mean?Comparing the Group B posttest with the Group D posttest speaks to priming and learning effects. Group B had a mean # of words of 54.8, which is 6.6 more words than Group D at 48.2.

  • What Does it All Mean?Posttest results by age: 3 year olds mean average of 51.3 words4 year olds mean average of 53.6 words5 year olds mean average of 57.5 wordsThe four students identified as having speech-language delay showed an improvement of 14%

  • What Does it All Mean?Comparing Group A posttest scores with the posttest scores of Group C should yield little deviation. This is a check on the design of the experiment.Group A posttest score is 51.9, while Group C posttest score is 55.2a difference of 3.3 wordsNext upthe survey of teachers

  • What Does it All Mean?Question 1-level of confidence in the use of adjunct therapiesQuestion 2-what adjunct therapies are effective?Question 3 What adjunct therapies merit more attention?Question 4 How long in education?Question 5 - Gender

  • What Does it All Mean?Question 6- How many students?Question 7- How many identified as speech-language delayed?Question 8-perceive the inclusion of students?Question 9- Accommodations usedQuestion 10- the importance of listening to a piece of music

  • What Does it All Mean?Question 11- More arts activities in curriculumQuestion 12-Teaching time for artsQuestion 13- Access to music materialsQuestion 14- BudgetQuestion 15-Teaching urban childrenQuestion 16-component of participatory drumming predicts an improvement in expressive oral language

  • What Did I Conclude?The participatory drumming appeared to help all students The 4 students identified as speech-language delayed showed a 14% improvementThe variation in age proved to be an important factor, because 3-year-olds dont have the vocabulary of 4-year-olds or 5-year-olds. That difference alone could account for some of the variation in scores and averagesThe teacher survey did not ask the education level of the teacher. I would want to see if their answers correlate with their level of education. I suspect they would.

  • What Do I Recommend?Do the study with 7 years olds. 0-7 years is when most of the diagnoses for speech and language delay occur.Get an adequate sample with less age variationFind ways to incorporate music in the classroom

  • Questions?Thanks for attending

    Dr. QSebastianWelcome and introductionsBrief demonstration**I studied participatory drumming and speech and language delay, specifically whether or not participatory drumming could improve expressive oral language for children with a diagnosis of speech-language delay. Physiologic causes include malformation of the ear or mouth, TBI and CVA. We will look at ear anatomy later. Most common malformation of the mouth that can lead to speech-language delay is cleft lip, where the hard palate does not fuse. If it is not surgically repaired in the first year of life, then delays can occur. A prevalent neurologic disorder is autism, with an occurrence rate of one in 110 birthsone in 70 is male. Autism falls under the heading of Pervasive Developmental Delay. The communicative abilities of a child with a Pervasive Developmental Delay vary with the severity of the delay. Music therapy is basic and fundamental medicine in that it is aimed at the brain and its functions.Rhythmic Auditory Stimulation (RAS) is a treatment to help retrain patients for purposeful movement. Using Neurologic Music Therapy, Dr. Michael Thaut Colorado State UniversityFt. Collins has successfully implemented a program for Parkinsons patients and TBI patients for gait training using the rhythmic cueing of a metronome. In a review of current research by Drs. Thaut and Abiru, they found that RAS is more effective than other cueing therapies and physical rehabilitation. Melodic Intonation Therapy was developed in 1973 and is used mainly for stroke patients with expressive aphasia. Often stroke patients cant speak but they can sing. Rehabilitation using music is an effective way to help them communicate. Three or four-word phrases are sung, while tapping the syllables on the non-dominant hand. Slowly the cadence returns to that of speech rather than song, and the tapping decreases once the patient has mastered that phrase.OPERA is the newest theory--This hypothesis theorizes that musical training improves the way the brain encodes speech, in these 5 conditions: Overlap: there is anatomical overlap in the brain networks that process pitch and volume in both music and speech; Precision: music places a greater demand on these shared brain networks than speech does; Emotion: the musical activities that engage this network elicit strong positive emotion, Repetition: the musical activities that engage this network are frequently repeated, and Attention: the musical activities that engage this network are associated with focused attention. Music puts greater demands on the network than does speech, but since speech also uses this network, it also improves.

    *Participatory drumming will improve the expressive oral language of speech-language delayed children by 10% in average words spokenParticipatory drumming will not improve the expressive oral language by 10% or the improvement will be less than 10% Research questions--What components of participatory drumming significantly predict an improvement in oral language?To what degree will student show improvement in oral language?What are teacher beliefs and attitudes toward music therapy? LimitationsMaturation, history, and conditioning are all possible threats to validity. During the course of the study the participants may show an increase in expr