Abstract
Objectives
Teaching with acoustical guidance (TAG), which involves the use of a brief and consistent sound to provide feedback on a targeted behavior, has demonstrated positive effects on the acquisition of various athletic skills. The majority of the research examining TAG has focused on typically developing learners. The purpose of this study was to evaluate modified TAGteach™ methods (a treatment package involving TAG) on the acquisition of dance movements for a child with multiple diagnoses.
Methods
This study used a multiple baseline design across behaviors to examine the effects of TAGteach methods on the acquisition of novel dance movements. The participant was a child with multiple diagnoses (attention deficit hyperactivity disorder, oppositional defiant disorder, among others) who regularly participated in a dance studio program.
Results
Results indicated that the use of the modified TAGteach methods resulted in skill acquisition for three different topographies of targeted dance movements: a turn, kick, and leap. While the social validity results were varied between the participant and caregivers, responses for all topographies were higher at the conclusion of the study.
Conclusions
The study adds to the growing TAGteach literature for sports skill acquisition and suggests an effective use in a new population. Implications for practice and future research are discussed.
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Authors and Affiliations
Contributions
RA: designed and executed the study, completed the data analyses, and wrote the manuscript. AG: collaborated with the design of the study and writing of the manuscript. SF: collaborated with the design of the study and interpretation of the results. LB: collaborated in the data analyses and editing of the final manuscript.
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The authors declare that they have no conflict of interest.
Ethics Statement
All procedures performed in this study involving human participants were in accordance with the ethical standards of The Chicago School of Professional Psychology’s Institutional Review Board.
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Informed consent was obtained from the individual’s guardian included in the study.
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Appendices
Appendix 1
TAG Participant Post-Study Survey
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1.
Was using TAG more difficult for you than regular dance class?
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2.
Was using TAG more fun than regular dance class?
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3.
Would you recommend using TAG to your classmates?
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4.
What did you like most about the TAG training?
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5.
What if anything, did you dislike about the TAG training or what would you change?
Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree | |
|---|---|---|---|---|---|
My dance skills are better after using TAG. | |||||
Learning these skills with TAG will help me move on to more complex dance movements. | |||||
I am more confident in performing these dance movements than I was at the beginning of the study. | |||||
I would be comfortable performing these dance movements on stage. | |||||
I would like my dance instructor or a future dance instructor to train me using TAG again. |
Appendix 2
Parent Survey
TAG Parent Post-Study Survey
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1.
Was using TAG more difficult for your child than regular dance class?
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2.
Was using TAG more fun for your child than regular dance class?
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3.
Would you recommend using TAG to other parents?
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4.
What did you like most about the TAG training?
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5.
What if anything, did you dislike about the TAG training or what would you change?
Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree | |
|---|---|---|---|---|---|
My child’s dance skills are better after using TAG. | |||||
Learning these skills with TAG will help my child move on to more complex dance movements. | |||||
My child is more confident in performing these dance movements than he/she was at the beginning of the study. | |||||
My child would be comfortable performing these dance movements on stage. | |||||
I would like my child’s dance instructor or a future dance instructor to train my child using TAG again. |
Appendix 3
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Arnall, R., Griffith, A.K., Flynn, S. et al. Using Modified TAGteach™ Procedures in Increasing Skill Acquisition of Dance Movements for a Child with Multiple Diagnoses. Adv Neurodev Disord 3, 325–333 (2019). https://doi.org/10.1007/s41252-019-00119-9
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DOI: https://doi.org/10.1007/s41252-019-00119-9