Transcript Music as a Motivator for Communication for Students with

Music as a Motivator for Communication for
Students with Deafblindness
Friday, August 1, 2014
AER Conference – San Antonio, Texas
Presented by
Shannon Darst, Ph.D, CTVI, Certified Music Teacher
Overview of the Presentation
• Explanation of the study entitled “Music as a Motivator for
Communication for Students with Deafblindness”
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Brief description of the topic of the study
Statement of the problem
Purpose of the study
Research questions
Brief description of study methodology
Results and discussion of the study
Significance of the study
Implication for future research
• Examples of ways to incorporate results into daily educational
programming
The Topic of the Study
• Communication for students with deafblindness
• Motivating communication
• Use of music and music therapy techniques for motivating
communication
Statement of the Problem
• Motivators for expressive communication for students with
deafblindness
• Music and music therapy techniques in practice
• Lack of formal research on this topic
Purpose of the Study
• To investigate the use of music as a motivator for expressive
communication for students with deafblindness
• Use of naturalistic observation
• Measurement of types of expressive communication
• Identification of types of music or musical activity that elicit
expressive communication
Research Questions
• What are the student’s receptive and expressive
communication levels?
• How are the student’s receptive and expressive
communication levels reflected during the music activities?
• How is music a motivator for a student to communicate
expressively?
• In what ways does the student’s deafblindness affect the
student’s communication skills during the music activities?
Methodology
• Qualitative design
• Data collection
• Data analysis
Results and Discussion – Research Question 1
What are the student’s receptive and expressive communication
levels?
STAGE of COMMUNICATION
 Student 1 and Student 2 began and ended the study in the illocutionary stage.
 Student 3 began and ended the study in the locutionary study, with most of his expressive
communication being in the illocutionary stage.
COMMUNICATION MATRIX RESULTS
• Student 1 made progress across all four domains and in all levels of communication based
on Communication Matrix results
• Student 2 made progress in one domain and in two levels of communication within that
domain.
• Student 3 made progress across three domains and in one level of one of those domains.
OVERALL
• All three participants gained noticeable communication skills over the course of the study.
Results and Discussion – Research Question 2
Student 1
How are the student’s receptive and expressive communication
levels reflected during the music activities?
Results and Discussion – Research Question 2
Student 1
Results and Discussion – Research Question 2
Student 2
How are the student’s receptive and expressive communication
levels reflected during the music activities?
Results and Discussion – Research Question 2
Student 2
Results and Discussion – Research Question 2
Student 3
How are the student’s receptive and expressive communication
levels reflected during the music activities?
Results and Discussion – Research Question 3
• How is music a motivator for a student to communicate
expressively?
• All participants communicated during music activities by
demonstrating:
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personal desires and preferences
refusal
attention to an object and/or another person
turn-taking
an understanding of cause-and-effect
an understanding the actions of others
anticipation of the next activity
• Certain activities motivated all participants
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Playing keyboard
Hearing a specific song
Playing drums
Reading calendar
Results and Discussion – Research Question 4
• In what ways does the student’s deafblindness affect the
student’s communication skills during the music activities?
• Lack of any visual input
• Primary sense used was tactile, with the auditory sense used in
conjunction with the tactile sense.
• Reading calendar was the only purely tactile activity during this
study
• Hearing a voice was the least motivating to participants
Significance of the Study
• Music can be used as a motivator for
communication for students with deafblindness
• Students with deafblindness may benefit from
music and music activities in their educational
programming
Implications for Future Research
• Research to support future studies
• Future study topics
Music for Communication in Daily
Educational Programming
• For all settings
• Use of rhythm, vibration, and tactile
stimuli to convey concepts
• For music class
• Active learning
• Cooperative play
• Group/team activities
Questions or Comments
• THINK OUTSIDE THE BOX!
• BE DARING!
• If at first you don’t succeed, try it again
and again!
References
Rowland, C. (1996). Communication Matrix. Portland: Child
Development and Rehabilitation Center, Oregon Health
Sciences University. Retrieved from
http://www.communicationmatrix.org/Default.aspx