Journal
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
Volume 37, Issue 7, Pages 1264-1271Publisher
SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s10803-006-0272-1
Keywords
music therapy; child care program; inclusion; autism; transitioning; collaborative consultation
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This study evaluated the effects of individually composed songs on the independent behaviors of two young children with autism during the morning greeting/entry routine into their inclusive classrooms. A music therapist composed a song for each child related to the steps of the morning greeting routine and taught the children's teachers to sing the songs during the routine. The effects were evaluated using a single subject withdrawal design. The results indicate that the songs, with modifications for one child, assisted the children in entering the classroom, greeting the teacher and/or peers and engaging in play. For one child, the number of peers who greeted him was also measured, and increased when the song was used.
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