Influence of Music Engagement and Movement on Daily Living Skills in Children with Down Syndrome
Abstract
Many studies have found that Orff-Schulwerk music activities can be used to help children with special needs learn various skills; however, little research has been conducted on Orff-Schulwerk as a tool for helping children with Down syndrome (DS) learn skills of daily living. To fill this research gap, a collective case study was conducted. This study recruited five children with DS aged 7–10 years to participate in an 8-week class to develop two skills of daily living through music engagement and movement (MEM) based on Orff-Schulwerk. Four participants nearly or fully mastered the two skills, and only one did not have complete mastery and needed prompting to perform both daily living skills correctly. This finding suggests that MEM can help children with DS learn skills of daily living. Thematic analysis showed that the fun of musical activities kept DS children interested and enjoying the MEM program. Meanwhile, MEM helped children to concentrate, understand and memorize daily living skills in the class. In addition, the encouragement and affirmation given by the teacher helped them to increase their self-confidence in classes and not to give up easily due to difficulties.
Downloads
References
Albin, C. M. (2016). The Benefit of Movement : Dance / Movement Therapy and Down Syndrome. Journal of Dance Education, 16(2), 58–61. https://doi.org/10.1080/15290824.2015.1061196
American Psychiatric Association. (2013). American psychiatric association: Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA, United States of America: American Psychiatric Association.
Badgaiyan, R. D., Fischman, A. J., & Alpert, N. M. (2009). NeuroImage Dopamine release during human emotional processing. NeuroImage, 47(4), 2041–2045. https://doi.org/10.1016/j.neuroimage.2009.06.008
Broadley, I., & Macdonald, J. (1993). Teaching short term memory skills to children with Down ’ s syndrome. Down Syndrome Research and Practice, 1(2), 56–62.
Brummelman, E., Thomaes, S., Castro, B. O. De, Overbeek, G., & Bushman, B. J. (2014). “ That’s Not Just Beautiful — That’s Incredibly Beautiful !”: The Adverse Impact of Inflated Praise on Children With Low Self-Esteem. Psychological Science, 25(3), 728–735. https://doi.org/10.1177/0956797613514251
Calvin-Campbell, K. (1998). Supporting the Development of the Whole Child through Orff Schulwerk, Montessori and Multiple Intelligences. Educational Information Resources Center, 1-33.
Cardella, C. (2014). Musical ensemble participation and social behaviors in autism children: collective case study (Publication No. 3648826) [Doctoral dissertation, University of Phoenix]. ProQuest Dissertations and Theses Global.
Carr, J. (1994). Annotation : Long Term Outcome for People with Down ’ s Syndrome. Journal of Child Psychology and Psychiatry, 35(3), 425–439.
Cary, D. G. (2012). Kodály and Orff: A comparison of two approaches in early music education. ZKU Journal of Social Sciences, 8(15), 179–194.
Choi, Y. K. (2013). Two Qualitative Case Studies Examining the Parent-Child Interaction in Home-Based Musical Play Experiences (Publication No. 1543672) [Master's thesis, Arizona State University]. ProQuest Dissertations and Theses Global.
Cimpian, A. (2010). The impact of generic language about ability on children’s achievement motivation. Developmental Psychology, 46(5), 1333–1340.
Clark, L. M. (2011). Movement Patterns and Quality of Life for Individuals with Down Syndrome: An Overview of Dance as Physical Therapy. A Journal of Undergraduate Research, 4, 37–48.
Cooper, J. (2016). Integrating Music, Drama, and Dance Helps Children Explore and Learn. Teaching Young Children, 9(4), 16–19.
Davison, D. P., Wijnen, F. M., Charisi, V., Meij, J. van der, Reidsma, D., & Evers, V. (2021). Words of encouragement: how praise delivered by a social robot changes children’s mindset for learning. Journal on Multimodal User Interfaces, 15, 61–76.
Duffy, B., & Fuller, R. (2000). Role of Music Therapy in Social Skills Development in Children with Moderate Intellectual Disability. Journal of Applied Research in Intellectual Disabilities, 13, 77–89.
Eren, B. (2014). Use of Music in Special Education and Application Examples from Turkey. Procedia - Social and Behavioral Sciences, 116, 2593–2597. https://doi.org/10.1016/j.sbspro.2014.01.617
Eren, B., Deniz, J., & Düzkantar, A. (2013). The Effectiveness of Embedded Teaching through the Most-to-Least Prompting Procedure in Concept Teaching to Children with Autism within Orff-based Music Activities. Educational Sciences: Theory & Practice, 13(3), 1877–1885. https://doi.org/10.12738/estp.2013.3.1499
Fidler, D. J., Most, D. E., & Philofsky, A. D. (2009). The Down syndrome behavioural phenotype: Taking a developmental approach. Down Syndrome Research and Practice, 37–44.
Filianou, M., & Stamatopoulou, A. (2013). Orff-Schulwerk in Special Education : A Case Study. Journal of Music Therapy & Special Music Education, 5(2), 125–131.
Fillips, A. M. (2005). Fusing Kodály, Orff, and Dalcroze Techniques for General Elementary Music Classrooms [Master's thesis, California State University].
Graaf, G. De, Buckley, F., & Skotko, B. G. (2017). Estimation of the number of people with Down syndrome in the United States. Genetics in Medicine, 19(4), 439–447. https://doi.org/10.1038/gim.2016.127
Griffith, G. M., Hastings, R. P., Nash, S., & Hill, C. (2010). Using Matched Groups to Explore Child Behavior Problems and Maternal Well-Being in Children with Down Syndrome and Autism. Journal of Autism and Developmental Disorders, 40, 610–619. https://doi.org/10.1007/s10803-009-0906-1
Hao, L. (2018). Introducing Music Therapy Techniques into Early Years Special Needs Education for Young Children with Autism in China [Doctoral thesis, University of Southampton]. University of Southampton Institutional Repository. http://eprints.soton.ac.uk/id/eprint/424737
Hawkins, B. A., Eklund, S. J., James, D. R., & Foose, A. K. (2003). Adaptive Behavior and Cognitive Function of Adults With Down Syndrome : Modeling Change With Age. Intellectual and Developmental Disabilities, 41(1), 7–28.
Henderlong, J., & Lepper, M. R. (2002). The Effects of Praise on Children’s Intrinsic Motivation : A Review and Synthesis. Psychological Bulletin, 128(5), 774–795. https://doi.org/10.1037//0033-2909.128.5.774
Huang, B., & Hew, K. F. (2017). Factors Influencing Learning and Factors Influencing Persistence: A Mixed- method Study of MOOC Learners’ Motivation. In Proceedings of the 2017 International Conference on Information System and Data Mining (pp. 103–110). https://doi.org/10.1145/3077584.3077610
Imankhah, F., Khanzadeh, A. A. H., & Hasirchaman, A. (2018). The Effectiveness of Combined Music Therapy and Physical Activity on Motor Coordination in Children With Autism. Iranian Rehabilitation Journal, 16(4), 405–412.
Jason L, Glenwick D. 2016. Handbook of Methodological Approaches to Community-Based Research: Qualitative, Quantitative, and Mixed Methods. New York, NY:Oxford University Press
Juntunen, M. (2020). Ways to enhance embodied learning in Dalcroze-inspired music education. International Journal of Music in Early Childhood, 15(1), 39–59.
Kaikkonen, M., & Kivijärvi, S. (2013). Interaction Creates Learning : Engaging Learners with Special Educational Needs through Orff-Schulwerk. Approaches: Music Therapy & Special Music Education, 5(2), 132–137.
Kern, P., Wolery, M., & Aldridge, D. (2007). Use of Songs to Promote Independence in Morning Greeting Routines For Young Children With Autism. Journal of Autism and Developmental Disorders, 37, 1264–1271. https://doi.org/10.1007/s10803-006-0272-1
Marchal, J. P., Maurice-stam, H., Ikelaar, N. A., Klouwer, F. C. C., Verhorstert, K. W. J., Witteveen, M. E., … Trotsenburg, A. S. P. Van. (2014). Effects of early thyroxine treatment on development and growth at age 10.7 years: follow-up of a randomized placebo-controlled trial in children with Down’s syndrome. The Journal of Clinical Endocrinology & Metabolism, 99(12), 2722–2729. https://doi.org/10.1210/jc.2014-2849
Matthews, T. J., Allain, D. C., Matthews, A. L., Mitchell, A., Santoro, S. L., & Cohen, L. (2018). An assessment of health, social, communication, and daily living skills of adults with down syndrome. American Journal of Medical Genetics, 176(6), 1389–1397.
Mueller, C. M., & Dweck, C. S. (1998). Praise for Intelligence Can Undermine Children’s Motivation and Performance. Journal of Personality and Social Psychology, 75(1), 33–52.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346.
Norris, D. (2017). Short-Term Memory and Long-Term Memory are Still Different. Psychological Bulletin, 143(9), 992–1009.
Pektaş, S. (2019). The efficacy of social story applications turned into musical activities on children with developmental disabilities regarding social skills teaching [Unpublished Doctoral thesis]. İnönü University (in Turkish).
Rawana, J. S., Flett, G. L., Mcphie, M. L., Nguyen, H. T., & Norwood, S. J. (2014). Developmental Trends in Emotion Regulation : A Systematic Review with Implications for Community Mental Health. Canadian Journal of Community Mental Health, 33(1), 31–44. https://doi.org/10.7870/cjcmh-2014-004
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.) (pp. 443–466). Sage.
Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The Influences of Emotion on Learning and Memory. Frontiers in Psychology, 8(1454), 1–22. https://doi.org/10.3389/fpsyg.2017.01454
Wallace, W. T. (1994). Memory for Music : Effect of Melody on Recall of Text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(6), 1471–1485.
Wylie, J. (2006). The holistic learning outcomes of musical play for children with Down syndrome. Down Syndrome News and Update, 5(2), 54–58.
Xia, N. (2010). Effects of Orff music therapy on attention and working memory in children with Down syndrome [Unpublished Master’s thesis]. East China Normal University (in Chinese).
Yin, R. (2014). Case study research: Design and methods. Sage.
Zentall, S. R., & Morris, B. (2010). “Good job, you’re so smart”: The effects of inconsistency of praise type on young children’s motivation. Journal of Experimental Child Psychology, 107(2), 155–163. https://doi.org/10.1016/j.jecp.2010.04.015
