The Study of Musical Activities Improve Language Expression of an Autism Children in Elementary School

• Main Authors: Chen Yu-Mei, 陳鈺玫
• Other Authors: 歐遠帆
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/24696645686300649751

碩士 === 臺北市立教育大學 === 音樂藝術研究所 === 94 === Single-subject research is employed in this study to investigate effects of musical activities based on music therapy towards language expression of an autistic child. Through empirical studies, changes and improvement in language expression of that child after attending musical activities are analyzed. Data analyses in this study are mainly qualitative data presented in the form of narration, while quantitative data required in experimental research are also covered, which makes this study both qualitative and quantitative. This study begins with an exploration of diagnostic criteria and characteristics of language expression for autistic children, followed by analyses of theories and ways of conducting music therapies. Musical activities suited for guiding language expression of autistic children are designed based on analyses of cited literatures. A teaching experiment of 12 classes is then conducted from March 29 to May 17, 2005. Based on subjects and purposes of this study, conclusions generalized from exploration of literatures and analyses of various data acquired from the teaching experiment are as follows: 一、Content of musical activities suited for improving language expression of autistic children: （一）Musical activities containing language elements （二）Alternating with various musical activities （三）Three different kinds of activities, integrating singing with ballad recitation, body instruments with tempo instruments, and eurhythmics with games. 二、Procedures of musical activities suited for improving language expression of autistic children: （一）Conducting evaluation beforehand and setting up short-term and long-term goals accordingly （二）An activity shall comprise “a beginning song,” “main program,” “sub-program,” and “an ending song.” （三）Activities to be designed based on equilibrium of dynamic and static elements 三、The autistic child exhibits increase in total number of “words” and “terms” after attending the musical activity. （一）Total number of words increases from an average of about 100 to approximately 400. （二）Total number of terms increases from less than 50 to more than 100. （三）Being able to answer questions correctly in accordance with actual meanings of the questions 四、After attending musical activities, the autistic child exhibits improvements in syntaxes, slight progress in pragmatics, stability in phonology, and improvements in semantics. 五、After attending musical activities, overall performance of the autistic child becomes positive, active, and less retreating. （一）The autistic child in study exhibits a positive and active attitude. （二）The autistic child in study is able to establish self-confidence, hence inter-personal relationships are improved. Based on effects of musical activities, the study brings up suggestions to language expression of autistic children as well as proposals for further studies targeting flawlessness this study yet attained, which are as follows: 一、To make good use of resources from various associations and organizations of special education, and medical groups. 二、Fleshing out professional knowledge and blending it harmoniously into regular teaching. 三、Proposals for further teaching and studies: （一）To arrange activities as diverse as possible to make students absorbed in the class. （二）To compile and develop teaching materials for long-term programs. （三）To promote applications to children with various specific disabilities and various behaviors. （四）To cooperate with professional music therapists or speech pathologists.