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The Effect of Background Music and Song Texts on the Emotional Understanding of Children with Autism June Katagiri

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The Effect of Background Music and Song Texts on the Emotional Understanding of Children with Autism June Katagiri Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2007 The Effect of Background Music and Song Texts on the Emotional Understanding of Children with Autism June Katagiri Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF MUSIC THE EFFECT OF BACKGROUND MUSIC AND SONG TEXTS ON THE EMOTIONAL UNDERSTANDING OF CHILDREN WITH AUTISM By JUNE KATAGIRI A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music Therapy Degree Awarded: Fall Semester, 2007 The members of the Committee approve the Thesis of June Katagiri defended on September 28, 2007. ________________________________ Alice-Ann Darrow Professor Directing Thesis ________________________________ Clifford K. Madsen Committee Member _______________________________ Jayne M. Standley Committee Member Approved: ______________________________ Don Gibson, Dean, College of Music The Office of Graduate Studies has verified and approved the above named committee members. ACKNOWLEDGEMENTS There are many individuals who assisted me throughout my thesis process. First of all, I would like to thank my advisor, Dr. Alice-Ann Darrow for her continual guidance and support throughout the thesis process. The amount of time she devoted to assisting me with editing and providing helpful suggestions was greatly appreciated. I have been inspired and encouraged with her great passion for music therapy and research. I would also like to thank Dr. Clifford Madsen and Dr. Jayne Standley for giving valuable lectures and serving on my thesis committee. My thanks also go to my friends who offered help for research, Lilya Shimabukuro for creating schematic drawings, Melita Belgrave, Yuka Fujioka, Tomoko Ikeda, and Mari Mifune for improvising on the piano, and Satoko Inoue for suggesting session materials. I am indebted to the Board of Education in my hometown, Ikeda city for the support of my research. I am forever grateful to Kiyoshi Murata, the superintendent of schools, and Kazuo Otani, the head of the special education division, for allowing me to conduct research in their schools. I would like to thank students, parents and teachers for contributing to my research. I am most grateful to Naoko Shimizu, a special educational teacher, my former colleague, and my best friend who offered a lot of help to complete my thesis. I would also like to express my gratitude to Dr. Elinor Mondale for editing my writing and supporting my studies since I came to the United States. I would also like to thank Dr. John and Lucy Ho for treating me as one of the family and giving me a home away from home. Lastly, an enormous thank you goes to my parents and family for their continual support wherever I am. iii TABLE CONTENTS List of Tables ................................................................................................ Page ⅵ List of Figures............................................................................................... Page ⅶ Abstract ........................................................................................................ Page ⅷ I. Introduction ............................................................................................ Page 1 Rational and Statement of Purpose....................................................... Page 5 II. Review of Literature................................................................................ Page 6 Autism ................................................................................................. Page 6 Emotional Understanding in Children with Autism .............................. Page 7 Teaching Emotional Understanding to Children with Autism............... Page 11 Music and Emotions............................................................................. Page 13 Music and Children with Autism.......................................................... Page 20 Rationale for Study .............................................................................. Page 27 Research Questions.............................................................................. Page 28 III. Method.................................................................................................... Page 29 Participants .......................................................................................... Page 29 Procedures ........................................................................................... Page 30 Description of Control Conditions........................................................ Page 30 Description of Treatment Conditions.................................................... Page 31 Description of Dependent Variables..................................................... Page 31 Setting and Schedule of Sessions.......................................................... Page 32 Materials and Equipment...................................................................... Page 32 IV. Results .................................................................................................... Page 34 Data Analyses for Research Question One ........................................... Page 34 Data Analyses for Research Question Two........................................... Page 37 iv Data Analyses for Research Question Three......................................... Page 41 Summary ............................................................................................. Page 45 V. Discussion............................................................................................... Page 46 APPENDICES .............................................................................................. Page 52 A Scenario for Assessment and Basic Teaching ................................ Page 52 B Song Texts..................................................................................... Page 55 C Assessment Record Form .............................................................. Page 58 D Matsumoto and Ekman’s Japanese and Caucasian Facial Expressions of Emotion ...................................................... Page 60 E Schematic Drawings ...................................................................... Page 63 F Pictures.......................................................................................... Page 65 G Pre- and Posttest Scores by the Four Conditions ............................. Page 70 H Pre- and Posttest Scores by the Four Emotions ............................... Page 72 I Pre- and Posttest Scores by the Four Subtests.................................. Page 74 J Consent Form ................................................................................. Page 76 REFERENCES ............................................................................................. Page 82 BIOGRAPHICAL SKETCH......................................................................... Page 89 v LIST OF TABLES Table 1: Participants Demographic Data........................................................ Page 29 Table 2: Counterbalanced Treatment-Order for Each Group.......................... Page 30 Table 3: Pre- to Posttests Total Gain Scores by Conditions and Subtests ...... Page 34 Table 4: Gain Scores, Means, and Standard Deviations for All Participants by Four Conditions ........................................... Page 35 Table 5: Paired t-Tests by Conditions............................................................ Page 37 Table 6: ANCOVA Summary Four Condition............................................... Page 37 Table 7: Gain Scores, Means, and Standard Deviations ................................ for All Participants by Four Emotions.............................................. Page 38 Table 8: Paired t-Tests by Four Emotions...................................................... Page 40 Table 9: Post Hoc Follow up Test to ANOVA of Emotion Gain Scores......... Page 40 Table 10: Pre- to Posttest Total Gain Scores by Emotions and Conditions..... Page 41 Table 11: Gain Scores, Means, and Standard Deviations for All Participants by Four Subtests.............................................. Page 42 Table 12: Paired t-Test by Four Subtests ....................................................... Page 43 Table 13: Post Hoc Follow up Test to ANOVA of Subtest Gain Scores......... Page 44 Table 14: Pre- to Posttest Total Gain Scores by Subtests and Emotions ........ Page 44 vi LIST OF FIGURES Figure 1: Total scores of all participants by four conditions........................... Page 36 Figure 2: Total scores of all participants by four emotions............................. Page 39 Figure 3: Total scores of all participants by four subtests............................... Page 43 vii ABSTRACT The purpose of this study was to examine the effect of background music and song texts to teach emotional understanding to children with autism. Participants were 12 students (mean age 11.5 years) with a primary diagnosis of autism who were attending schools in Japan. Each participant was taught four emotions to decode and encode: happiness, sadness, anger, and fear by the counterbalanced treatment-order. The treatment consisted of the four conditions: (1) no contact control (NCC)—no purposeful teaching of the selected emotion, (2) contact control (CC)— teaching the selected emotion using verbal instructions alone, (3) background music (BM)— teaching the selected emotion by verbal instructions with
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