Effectiveness of using multi-sensory room for students with severe mental handicap in music lessons

Pao Yue-kong Library Electronic Theses Database

Effectiveness of using multi-sensory room for students with severe mental handicap in music lessons

 

Author: Tsui, Yuk-lan
Title: Effectiveness of using multi-sensory room for students with severe mental handicap in music lessons
Year: 2003
Subject: Hong Kong Polytechnic University -- Dissertations
Children with mental disabilities -- Education -- Music
Music -- Instruction and study
Perceptual learning
Department: Multi-disciplinary Studies
Dept. of Rehabilitation Sciences
Pages: xi, 60 leaves : ill. ; 30 cm
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b1710673
URI: http://theses.lib.polyu.edu.hk/handle/200/5188
Abstract: Six students with severe mental handicap attended 14 music lessons that were conducted in ordinary music room and multi-sensory room. The students were randomly divided into two groups and each group had three students. The first group adopted the ABCB and the second group adopted the ACBC single subject withdrawal experimental respectively. The present study aimed at evaluating the students' learning behaviour and outcomes while attending music lessons in a music room and multi-sensory room. Learning behaviour measured were: 1) Duration of body movement; 2) Purposeful vocalization; 3) Duration of musical instruments playing; and 4) Participatory behaviour. During the 7 week-study period, both groups had two music lessons per week. The first 2 sessions formed the baseline (phase A). Each study phase (e.g., phase B and C) was formed by 4 sessions. A total of 14 sessions, each lasted for 35 minutes, were implemented. All the lessons were conducted by the same music teacher and were video recorded. Another two music teachers transcribed the videos into empirical data in parallel for further analysis. Inter-rater reliability was calculated by measuring the percentage of data agreement between the 2 raters'. Visual analysis and quantitative comparison were performed to compare the 2 groups' learning behaviour and outcomes. From the results, both groups showed salient improvement in their learning behaviour while attending music lessons in both conventional and multi-sensory music room. However, individual students showed more obvious short-term improvements in their learning behaviour while learning in the multi-sensory room. Moreover, the results also showed that students with severe mental handicap require longer time for them to adapt to a new learning environment. Their learning would be improved through structured instructions after having adapted to the learning environment. From the present study, we postulate that, besides being used as a means for relaxation and recreation, multi-sensory room can be used strategically to achieve specific educational objectives for students with severe mental handicap.

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