| Summary: | 碩士 === 國立臺北藝術大學 === 藝術與人文教育研究所 === 104 === This research is designed to explore whether Music therapy curriculum can improve attention related problematic behavior of Vocational high school Student with intellectual disability. Relevant study and analysis has been conducted accordingly with three fresh students of a special class in a vocational high school in Taoyuan City as research objects. The three students have been identified with intellectual disorder by the Appraisal and Advisory Council and have attended the same Music therapy curriculum with the rest of the class. The research adopts A-B-A withdrawal design of single-subject research design with procedures including three stages of baseline, intervention, and maintaining. Independent variable of the research is Music therapy curriculum while dependent variable is attention related problematic behavior. Objects'' data of overall behavior of attention (including interrupting conversation, distraction, and rumble) during the ten-week Music therapy curriculum has been collected and plotted into curve chart for result analysis through visual inspection. At the meantime, class observation diary has been used as a help of qualitative data.
Findings of the research are as follows:
1. Music therapy curriculum can improve attentiveness of high school special class students who have intellectual disorder
A. Music therapy curriculum can reduce behavior of interrupting conversations.
B. Music therapy curriculum can decrease distraction.
C. Music therapy curriculum can reduce behavior of rumble.
2. Comparing with baseline and maintenance stages, Music therapy curriculum lowered attention related problematic behavior during intervention stage.
3. Music therapy curriculum can increase participation of special class students in high vocational schools.
Recommendations related to education, intervention strategy, and future research development has been raised respectively by the researcher according to above results so that other researchers can take for reference in future.
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