The Application of Relational Frame Theory to Teaching Early Piano Skills to Children on the Autism Spectrum

Autor/inn/en	Chan, Stephanie C.; Ormandy, Shannon; Stockwell, August; Rehfeldt, Ruth Anne
Titel	The Application of Relational Frame Theory to Teaching Early Piano Skills to Children on the Autism Spectrum
Quelle	In: Analysis of Verbal Behavior, 39 (2023) 1, S.1-29 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chan, Stephanie C.) ORCID (Ormandy, Shannon) ORCID (Rehfeldt, Ruth Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-022-00175-8
Schlagwörter	Music Education; Musical Instruments; Autism Spectrum Disorders; Teaching Methods; Instructional Effectiveness; Young Children; Age Differences; Clinical Diagnosis; Comorbidity; Remedial Instruction; Guidance; Curriculum Development + Suchen Sie Ihr Suchwort? Musikerziehung; Musikinstrument; Autism; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Frühe Kindheit; Age; Difference; Age difference; Altersunterschied; Förderkurs; Beratung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Music is a unique form of verbal stimuli (Reynolds & Hayes, "The Psychological Record," 67(3), 413-421, 2017) and the literature has indicated some success in using procedures involving the frame of coordination or stimulus equivalence to teach early piano skills to learners with and without autism spectrum disorder (ASD; Hill et al., "Journal of Applied Behavior Analysis," 53(1), 188-208, 2020). However, these studies only targeted narrow skills rather than a complete repertoire. Also, whether such teaching procedure is effective for young children with ASD at different ages, with different needs, and with common accompanied diagnosis, is unknown. The current study (a) explored the possibility of applying relational frame theory (RFT; Hayes, Barnes-Holmes, & Roche, 2001) in piano program development that aims to teach a complete early piano repertoire, and (b) confirmed the effectiveness of an adjusted teaching procedure using the frame of coordination on teaching early piano skills to six young children on the autism spectrum. A multiple probe across participants design was used. After direct training of two relations (AC & AE), post-instructional tests were conducted on eight relations. The results showed that with remedial training, five out of six participants demonstrated mutual entailment, combinatorial entailment, and transformation of stimulus function in these relations. All participants could read and play the song on keyboard without extra training. The study provided practical guidance on applying the procedure to these young learners. Implications of RFT in piano curriculum development were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01