| 1. |
- Lindblom, Anne, 1958-
(författare)
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Connecting traditional music to education for sustainable development : The case of a First Nations child diagnosed with autism
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to examine music as an innovation in special education using a case study to illustrate how factors such as ethnicity and ability can become insurmountable obstacles for participation. The purpose of my presentation is to discuss and obtain other teacher’s and researcher’s views and comments on this ongoing PhD project. Using an ethnographic approach, interviews and observations were conducted to study the meaning of music for a six -year -old First Nations boy in BC Canada, diagnosed with autism. In light of his situation, sustainable development seems unperceivable.
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| 2. |
- Lindblom, Anne, 1958-
(författare)
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How to listen and give voice to First Nations children in BC, Canada, diagnosed with Autism Spectrum Disorder – ethnography in practice
- 2014
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Konferensbidrag (refereegranskat)abstract
- The purpose of this paper presentation is to discuss some of the opportunities and challenges I have met as a PhD candidate. My work has involved conducting ethnographic fieldwork regarding the meaning of music for First Nations children in British Columbia, Canada, diagnosed with Autism Spectrum Disorder, ASD. The idea and research plan looked good in theory, but the reality presented various challenges. I am a Swedish researcher, who grew up in Canada, so having a stepmother and sisters who are First Nations has provided me access to the field. One major obstacle I encountered was the scarcity of First Nations children diagnosed with ASD. The focus of this paper presentation, however, is on ethical aspects of being accepted in Indigenous communities and welcomed into people’s homes. It can be challenging to interpret and portray people’s life stories. My interest lies in the impact of the interaction, both on the participant and the researcher. Finally, I will examine how the researcher can listen and give voice to First Nations children with ASD and their families, thus acknowledging and honoring the unique opportunity and privilege afforded her.
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| 3. |
- Lindblom, Anne, 1958-
(författare)
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Indigenous music – an overlooked resource in music interventions with First Nations children in British Columbia, Canada, diagnosed with Autism
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- BackgroundMusic interventions are reported to be helpful for children with autism in areas such as communication and social skills (Simpson & Keen, 2011). Structure and predictability in music is beneficial for children and adolescents with ASD (Wigram & Gold, 2006). ASD appears to be under-detected among First Nations children in BC, Canada (Lindblom, 2014).MethodsThe material used in this presentation is collected within the on-going PhD project with the working title: The meaning of music for First Nations children in BC, Canada, diagnosed with Autism. The use of traditional Indigenous music with First Nations children diagnosed with ASD was a point of interest in the study. Ethnographic fieldwork is used for data collection and the material consists of transcribed interviews, observations, filmed observations and field notes. Five cases are included in the study. This presentation focuses on one case.Key FindingsInterviews: The child was sometimes exposed to Indigenous music in the home environment. In the school setting, he enjoyed one on one singing and playing rhythm instruments and the piano. In school no Indigenous music was used. Observations and interactions: The child was very focused on the Ipad during a video of singing and drumming by people from his Nation. Drumming and singing, one on one with the researcher, resulted in the child interacting in singing, playing the drum and taking turns. The child also engaged in eye contact.ConclusionIt appears that the use of music in educational settings with First Nations children in BC, Canada, diagnosed with ASD, lacks in cultural sensitivity. The potential of Indigenous music as a resource in music interventions with Indigenous individuals diagnosed with ASD needs to be further investigated. This could influence future development of culturally sensitive interventions for children diagnosed with ASD in global Indigenous contexts.Bernier, R., Mao, A., Yen, J. (2010). Psychopathology, Families and Culture: Autism. Child and adolescent psychiatric clinics of North America, 19(4), 855-867.Lindblom, A. (2014). Under-detection of autism among First Nations children in British Columbia, Canada. Disability & Society. 29(8), 1248-1259.Ouellette-Kuntz, H., Coo, H., Yu, C.T., Chudley, A.E., Noonan, A., Breitenbach., Ramji, N., Prosick, T. Bedard, A. & Holden, J.J.A. (2006). Prevalence of Pervasive Developmental Disorders in Two Canadian Provinces. Journal of Policy and Practice in Intellectual disabilities, 3(3), 164-172.Simpson, K.,Keen, D. (2011). Music Interventions for Children with Autism: Narrative Review of the Literature. Journal of Autism and Developmental Disorders. 41:1507-1514. Wigram, T. & Gold, C. (2006). Music therapy in the assessment and treatment of autistic spectrum disorder: clinical application and research evidence. Child: care, health and development, 32(5), 535-542.
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| 4. |
- Lindblom, Anne, 1958-
(författare)
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‘It gives them a place to be proud’ : Music and social inclusion. Two diverse cases of young First Nations people diagnosed with autism in British Columbia, Canada
- 2017
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Ingår i: Psychology of Music. - : Sage Publications. - 0305-7356 .- 1741-3087. ; 45:2, s. 268-282
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Tidskriftsartikel (refereegranskat)abstract
- Growing up and becoming an active participant in society can be challenging for young people. Factors such as ethnicity, disability and gender can, separately, pose difficulties. When combined, they can develop into insurmountable obstacles. The use of music interventions and activities to overcome some of these obstacles is explored in this article, using two cases of young First Nations people diagnosed with autism, in British Columbia, Canada. Although there are similarities, the differences in severity of ASD, place of residence and school situation, to mention a few factors, make a huge difference in their daily lives. Their contrasting possibilities to be present and participate in society may have implications for their social inclusion in adulthood. Results show that both traditional and contemporary music interventions can provide foundations for inclusion and they need to be carefully designed for each individual.
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| 5. |
- Lindblom, Anne, 1958-
(författare)
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Mind maps as a tool for analyzing, validating and disseminating research results
- 2015
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Konferensbidrag (refereegranskat)abstract
- Conducting research within Indigenous contexts requires the researcher to consider many issues. Engaging in respectful relationships and dissemination of results are two important aspects in all research. The history of colonialism and research on Indigenous peoples, however, makes these factors especially important within Indigenous contexts. In this poster presentation, I aim to discuss the use of mind maps to analyze interview transcripts, validate transcript interpretations together with participants and informants, and disseminate research results. My ongoing PhD project is on the meaning of music for First Nations children in British Columbia, Canada, diagnosed with autism spectrum disorder. Visual methods, such as mind maps, are beneficial to individuals with autism. Furthermore, mind maps provide a mutual point of focus for discussion and allow the opportunity to add new information, thus making progress or change visible and obvious. This is useful in interaction with all participants and informants.
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| 6. |
- Lindblom, Anne, 1958-
(författare)
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Negotiating consent throughout the research process. Participation on the participant’s terms.
- 2016
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Ingår i: Inclusion, Participation and Human Rights in Disability Research - comparisons and exchanges. ; , s. 63-64
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Konferensbidrag (refereegranskat)abstract
- AbstractThe purpose of this presentation is to discuss negotiation of consent and participation in a research project on the meaning of music for First Nations children diagnosed with Autism Spectrum Disorder, ASD, in British Columbia, Canada, and to obtain comments and feedback from the scientific community.BackgroundInformed consent is a strong ethical principal in any research project. However, when the participant has a disability, it can be difficult for the researcher to know if the participant actually understands what participation in the project entails. In my project, I have negotiated consent and participation with the participating five children throughout the research process. The participants are vulnerable, not only because of their disability, but also due to marginalization in a society where colonial residue is ever-present in daily life.MethodologyThis is an ethnographic study inspired by Indigenous Research Methodologies. Interviews were conducted in 2013 and follow-up interviews, observations, video-filmed observations and field notes in 2014. Interviews were transcribed and analyzed from five research questions and the results made in to mind-maps from every individual interview. These mind-maps were used as a mutual focal point in the follow-up interviews to disseminate results and ensure correct interpretation. Relevant sequences from the film material were analyzed in the software ELAN and the hand-written field notes typed on the computer.ResultsThe material illustrates how consent and participation is negotiated in multiple ways with the participants throughout the research process. This was done by written consent, by asking about participation during the interview or observation, by using the mind-map, and by picking up on signals from the participant. By ensuring their informed decisions to continue their participation, power imbalance was addressed and their rights were respected, which is particularly important when conducting research within Indigenous contexts. Keywords: First Nations; Autism; Consent; Power; Rights
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| 7. |
- Lindblom, Anne, 1958-
(författare)
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Possible educational implications of the underdiagnosis of autism spectrum disorders, ASDs, of aboriginal children in British Columbia, Canada
- 2013
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Konferensbidrag (refereegranskat)abstract
- During a preparational trip to Vancouver, Canada, to come in contact with possible participants for my PhD study about the meaning of music for aboriginal children diagnosed with autism spectrum disorders, ASDs, local researchers and school officials informed me that there are very few known cases in British Columbia, BC. Canada. Furthermore it seems that researchers have limited access to this field. The aim of this review of publications on the prevalence of autism, ethnicity and aboriginal groups is to get an overall picture of previous research and possibly contribute with insights that can be useful in understanding the situation in BC. It is also the starting point for my fieldstudies. The review reveals that aboriginal children in BC, Canada are underdiagnosed and underrepresented in research context. Possible reasons can be cultural, ethnical, diagnostic substitution, symptoms being recognized as schizophrenia, or ethnic bias in diagnostic decisions and the impact of historical oppression and discrimination. If aboriginal children in fact are underdiagnosed with autism, the educational implications may be severe, individually, but also as a minority group. They are also missing the opportunity to get funding provided by the B.C Ministry of Children and Family Development for families to purchase treatment and intervention for children up to 18 years of age. One of the characteristiscs of autism is the need for sameness and disruptions often lead to eruptions, outbursts or undesirable behavior. Positive effects on social and classroom behavior have been seen in research regarding music interventions for children with ASDs but music as an educational/special educational tool for inclusion has yet to be investigated. In the academic year 2013/2014 I intend to do ethnografic fieldwork on the meaning of music for aboriginal children with ASDs and screening for autism in children from indigenous communities in BC, Canada, as two studies towards my dissertation. Possibly accurate assessment of ASDs within the aboriginal community and learning about the use and qualities of indigeneous music within this population can give us the opportunity to transform educational practice and facilitate inclusion.
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| 8. |
- Lindblom, Anne, 1958-
(författare)
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Previous research on music and children diagnosed with Asperger syndrome
- 2012
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Konferensbidrag (refereegranskat)abstract
- Previous Research on music and children diagnosed with Asperger syndrome.Anne LindblomKarlstad University Sweden/University of Eastern FinlandThe focus of the poster is to summarize previous research on music and children diagnosed with Asperger syndrome in order to create a theoretical background for ethnografic studies in the subject. Searching for and reading/processing recent research articles about music with children with Asperger syndrome will be the first step. Articles about related studies such as music with children with diagnoses within the autism spectrum and music with adults diagnosed with Asperger syndrome or autism spectrum disorders will also be used for reference. Using Wing’s triad of impairments, social interaction, communication and imagination, the results from previous research will be organized in categories. Areas within these three impairments that are positively effected through various types of musical interventions will be defined. This will be the starting point for the ethnografic study of the meaning of music for children diagnosed with Asperger syndrome - a comparative study in two cultural and institutional settings.Expected findings are that there is no previous research on children with Asperger syndrome and music. Abundant research material about music and children within the autism spectrum shows positive results which illustrates the need for additional research regarding children with Asperger syndrome and music. The study which will be conducted in Sweden has relevance to Nordic educational research as the Swedish Education Act of 2011 states that children with autism and Asperger syndrome no longer have the right to attend the special program for pupils with intellectual disabilities. Thus these children are now to be educated in regular classes. This places high demands on teachers who for the most part lack the knowledge and experience required for successful learning for the pupil with Asperger syndrome. Hopefully the research will produce new knowledge that can be helpful in using musical intervention as a special educational tool, more effectively and consciously, for inclusive education for children with Asperger syndrome. The network for classroom research and ethnographic studies and/or inclusive education are suitable for the presentation.
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| 9. |
- Lindblom, Anne, 1958-, et al.
(författare)
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Student teacher’s attitudes towards educating pupils diagnosed with Autism Spectrum Disorder in the inclusive mainstream classroom
- 2016
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Konferensbidrag (refereegranskat)abstract
- Social justice, equality and solidarity in education are the founding principles of inclusive education. Yet barriers to inclusion remain within many classrooms across Northern Europe. In Sweden, Finland and England, the ideology is to provide special needs education primarily in mainstream education. Thus, the support for children with ASD is generally provided in conjunction with mainstream education whenever possible. However, although teachers play a crucial role in the inclusion of children with special needs in regular education, there persists a paucity of empirical research surrounding teacher attitudes toward children with ASD and their experiences of educating these pupils in the classroom. This is particularly the case in regard to student teachers, with whom there has been no studies on this topic. Such data are important because, given that the prevalence of ASD has increased sharply worldwide, it is vital that student teachers are adequately prepared to meet the needs and secure the equal treatment of pupils diagnosed with ASD in the classroom.The current project seeks to address this gap by accessing student teacher attitudes and experiences of children with ASD in Sweden, Finland and England. Student teachers will be recruited from higher education courses at one university in each country. The project will utilize a mixed method approach comprising three stages. Firstly, participants will be asked to complete a cross-sectional survey investigating attitudes to children with ASD and their hypothesized predictors (e.g., knowledge, contact), derived from extant research on disability attitudes. This will shed light on the structure of student teacher attitudes in addition to what may influence them. Secondly, semi-structured interviews will be used to explore student teachers’ classroom interactions with children who have ASD. This will give rich insight into how student teachers think and feel about educating pupils with ASD and identify any barriers to their inclusion in a mainstream setting. In the final stage, cross-national comparisons will be made between the three countries. This will highlight which aspects of teacher education programmes facilitate positive attitudes to children with ASD. These data will be helpful in influencing the teacher education policies in Sweden, Finland and England in directions that will promote equality and inclusion in mainstream education. This project is an interdisciplinary collaboration between psychology and special education faculty members at three European universities. The purpose of this presentation is to outline the scope of the project, discuss its methodology and obtain feedback from the scientific community.
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| 10. |
- Lindblom, Anne, 1958-
(författare)
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The issue of managing emotions caused by music
- 2014
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Ingår i: Psykologia 2014 Joensuu.
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Konferensbidrag (refereegranskat)abstract
- During ethnographic fieldwork for my PhD study on the meaning of music for First Nations children in British Columbia, Canada, diagnosed with Autism Spectrum Disorder, ASD, a mother disclosed something interesting in an interview. The aim of this oral presentation is to raise and discuss the issue of managing emotions caused by music. Brenda (fictitious name) is a fourteen year-old aboriginal girl diagnosed with autism. She loves listening to music and this takes up most of her time. During a four-year period, two songs by the same group made her have big violent tantrums every time she heard them. The family and staff at school and after school programs tried to avoid these songs, but could not always foresee when they would be played on the radio. When she finally could define which emotion the songs made her feel, she told her educational aid that they made her feel sad. Towards the end of the four-year period the tantrums seemed to decrease and Brenda appeared to be able to soothe herself. It is my understanding that when working with children diagnosed with autism a strategy to prevent outbursts and tantrums is to try to control the environment and not expose the child to things that might trigger unwanted or challenging behaviour. I would like to discuss pros and cons of this procedure and consider possible beneficial elements in the use of music- or other therapies with children diagnosed with ASD, to enhance the ability to identify and communicate their emotions.
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