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

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities Pub Date : 2023-10-19 DOI:10.1111/bld.12559

Linn Johnels, Helena Wandin, Shakila Dada, Jenny Wilder

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Abstract

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.

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多感官音乐剧对重度/智力和多重残疾学生互动参与的影响

背景互动参与，特别是注意力和启动，被认为是促进重度/永久性智障和多重残疾学生发展和学习的重要技能。先前的研究表明，音乐疗法和多感官讲故事是支持这类人群互动参与的两种很有前景的干预方法。然而，目前还没有已知的/已发表的研究调查了将音乐互动和多感官讲故事的相关元素结合起来对这一学生群体的影响。本研究旨在确定一种新颖的教育方法--多感官音乐剧（MSMD）--对重度/智力和多重残疾学生互动参与的影响。方法采用单例实验设计，特别是三名参与者的 ABAB 设计，来描述 MSMD 与对照活动相比对互动参与的影响。同时还了解了学校教职员工对学生互动参与度和社会有效性的看法。研究结果经编码的视频观察显示，与对照活动相比，所有三名参与者在 MSMD 活动中的互动参与度都明显更高。此外，学校教职员工对三位参与者中两位的互动参与度的评分也有所提高。最后，学校教职员工对 MSMD 的社会有效性和教育实用性给予了很高的评价。结论研究结果提供了初步证据，证明 MSMD 可有效支持部分重度/智力和多重残疾学生的互动参与。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.