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The effect of MultiSensory Music Drama on the interactive engagement of students with severe/profound intellectual and multiple disabilities

Johnels, Linn, 1978- (author)
Stockholms universitet,Specialpedagogiska institutionen,Department of Special Education Stockholm University Stockholm Sweden;Swedish National Center for Rett Syndrome and Related Disorders Region Jämtland Härjedalen Frösön Sweden
Wandin, Helena (author)
Swedish National Center for Rett Syndrome and Related Disorders Region Jämtland Härjedalen Frösön Sweden;Department of Public Health and Caring Sciences, Research in Disability and Habilitation Uppsala University Uppsala Sweden
Dada, Shakila (author)
Centre for Augmentative and Alternative Communication University of Pretoria Pretoria South Africa
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Wilder, Jenny, 1975- (author)
Stockholms universitet,Specialpedagogiska institutionen,Department of Special Education Stockholm University Stockholm Sweden
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 (creator_code:org_t)
2024
2024
English.
In: British Journal of Learning Disabilities. - 1354-4187 .- 1468-3156. ; 52:1, s. 150-165
  • Journal article (peer-reviewed)
Abstract Subject headings
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  • Background: Interactive engagement, specifically attention and initiation, are considered important skills for facilitating development and learning in students with severe/profound intellectual and multiple disabilities. Prior research has suggested that music therapy and multisensory storytelling are two promising interventions for supporting interactive engagement in this population. However, there are no known/published studies that have investigated the effect of combining relevant elements from musical interaction and multisensory storytelling for this group of students. This study aims to determine the effect of a novel educational approach—MultiSensory Music Drama (MSMD)—on the interactive engagement of students with severe/profound intellectual and multiple disabilities.Methods: A single-case experimental design, specifically an ABAB design across three participants, was used to describe the effect of MSMD on interactive engagement when compared with a control activity. School staff members' perceptions of student interactive engagement and social validity were obtained.Findings: Coded video observations showed significantly higher levels of interactive engagement during MSMD for all three participants when compared to the control activity. Furthermore, the ratings on the interactive engagement from school staff members improved for two of the three participants. Finally, school staff members scored the social validity and perceived educational usefulness of the MSMD as very high.Conclusions: The findings provide initial evidence that MSMD may be effective in supporting the interactive engagement of some students with severe/profound intellectual and multiple disabilities.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)
SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)

Keyword

interactive engagement
music
severe/profound intellectual and multiple disabilities
special education

Publication and Content Type

ref (subject category)
art (subject category)

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