The Effects Of Background Music On The On Task Behaviors Of Middle School Students With Learning Disabilities
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Author | : John Jacobs |
Publisher | : |
Total Pages | : |
Release | : 1998 |
Genre | : Children with disabilities |
ISBN | : |
Buffalo State College Master's project in Exceptional Education, 1998.
Author | : Lesa Givens |
Publisher | : |
Total Pages | : 92 |
Release | : 2003 |
Genre | : Learning disabled children |
ISBN | : |
Author | : Crystel N. Naja |
Publisher | : |
Total Pages | : 246 |
Release | : 2011 |
Genre | : Music, Influence of |
ISBN | : |
The purpose of this study is to evaluate the effectiveness of using background music on the concentration and on-task behavior of students with special needs during independent class assignments. A multiple case study approach is used to gather the data for 8 participants having different cases yet all diagnosed having problems with their concentration and attention span. Four instruments are used to collect data from different resources which are student's files and documents, parent questionnaire, student observation checklist, and student interview. Baseline data is collected for 3 consecutive weeks without music followed by an intervention period of another 3 consecutive weeks where music is played in the background. During the time students are working independently, the researcher filled the behavior charts for every student examining the amount of off-task behavior per minute and the behavior manifested when the student stops working. Results demonstrate that the introduction of music in the background has different effects on the off-task behavior of students. Six out of the eight students have a decrease in their off-task behavior during the administration of music, and two students have a negligible to minor increase in their off-task behavior during the administration of music. In general, the intervention shows that the use of music has positive implications for assignment completion rate.
Author | : Lora Gold Reed |
Publisher | : |
Total Pages | : 244 |
Release | : 1983 |
Genre | : Music, Influence of |
ISBN | : |
Author | : Mark J. Chedler |
Publisher | : |
Total Pages | : 202 |
Release | : 1985 |
Genre | : Children with disabilities |
ISBN | : |
Author | : Nelson Cowan |
Publisher | : Psychology Press |
Total Pages | : 238 |
Release | : 2016-04-14 |
Genre | : Psychology |
ISBN | : 1317232380 |
The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. This 10th anniversary Classic Edition will continue to be accessible to a wide range of readers and serve as an invaluable reference for all memory researchers.
Author | : James Bucholtz |
Publisher | : |
Total Pages | : |
Release | : 1996 |
Genre | : Adjustment disorders in children |
ISBN | : |
Buffalo State College Master's project in Exceptional Education, 1996.
Author | : Katie Sibley |
Publisher | : |
Total Pages | : 168 |
Release | : 2007 |
Genre | : Classroom environment |
ISBN | : |
Author | : Pennie Rockerfeller |
Publisher | : Xlibris Corporation |
Total Pages | : 42 |
Release | : 2014-12-10 |
Genre | : Reference |
ISBN | : 1499063725 |
Music therapy has been researched and found to have a calming relaxing effect on students who fear large crowds, especially in classrooms. Music therapy has been proven to have a calming effect on those students who display signs of distress, or who have been diagnosed with psychological or physiological disorders. Some students show stress when taking tests. Research has proven that music significantly reduces stressful behaviors in these students. Background music has proven to have a positive effect on students who are assigned to inclusion classes. Music has been used as an effective intervention for maintaining and improving active involvement, social, emotional and cognitive skills. Music therapy has had positive effects on these students who deal with psychological stressors or physiological complications. Thus, it has been researched and proven that students who receive music therapy over a long period of time have a success rate that is higher than those students who receive music therapy over a shorter period. Long-term music therapy indicates that music sessions were most effective in increasing self-control, relaxation and comfort levels inside the classroom, allowing more time for teaching.
Author | : Cara G. Krajewski |
Publisher | : |
Total Pages | : 84 |
Release | : 2000 |
Genre | : Music therapy |
ISBN | : |