Interprofessional Occupational Therapy and Music Therapy Piano Keyboard Intervention for Preschoolers with Visual Impairments: A Non-Randomized Pilot Case Study

Autor/inn/en	DeBoth, Kelle K.; Olszewski, Carol A.; Roberge, Nicole; Owen, Monica
Titel	Interprofessional Occupational Therapy and Music Therapy Piano Keyboard Intervention for Preschoolers with Visual Impairments: A Non-Randomized Pilot Case Study
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 14 (2021) 1, S.39-58 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeBoth, Kelle K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2020.1787293
Schlagwörter	Occupational Therapy; Music Therapy; Music Education; Preschool Children; Visual Impairments; Interprofessional Relationship; Psychomotor Skills; Early Intervention; Motor Development; Program Effectiveness; Peabody Developmental Motor Scales + Suchen Sie Ihr Suchwort? Beschäftigungstherapie; Musiktherapie; Musikerziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Visual handicap; Sehbehinderung; Psychomotorische Aktivität; Motorische Entwicklung
Abstract	People of all ages can appreciate and engage in the occupation of music. Music can be enjoyed through listening, playing an instrument, singing, and dancing. It has significance in many people's lives; however, few intervention programs outside the field of music therapy exist that capitalize on the therapeutic potential of music in pediatric populations with disabilities. More specifically, when utilized in an enriched sensory environment, the auditory stimuli and feedback music naturally provide becomes a therapeutic tool especially for children with visual impairments. We designed an interprofessional intervention program, combining the expertise of an occupational therapist and of a music therapist to systematically teach piano keyboarding to preschool children with impaired vision. We conducted a small, mixed methods non-randomized pilot case study to determine how such a program could be successfully embedded into a preschool setting, to examine if fine motor skills improve post-intervention, and to study the perceived effects on participants and their families. Participants were selected from an urban preschool classroom designed specifically for children with visual impairments, and four students met the inclusion and exclusion criteria. Preliminary results suggest that fine motor skills did improve after participating in this program for 20 minutes twice a week, over a 6-week period. Participants found the "just right challenge" through song selection and progressed toward defined song mastery within 1-2 sessions, maintaining motivation and enjoyment. In addition, the program was successfully integrated into the preschool schedule and a parent interview revealed favorable perceptions of the programs and its effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01