Journal of Autism and Developmental Disorders

, Volume 37, Issue 7, pp 1264–1271 | Cite as

Use of Songs to Promote Independence in Morning Greeting Routines For Young Children With Autism

Original Paper

Abstract

This study evaluated the effects of individually composed songs on the independent behaviors of two young children with autism during the morning greeting/entry routine into their inclusive classrooms. A music therapist composed a song for each child related to the steps of the morning greeting routine and taught the children’s teachers to sing the songs during the routine. The effects were evaluated using a single subject withdrawal design. The results indicate that the songs, with modifications for one child, assisted the children in entering the classroom, greeting the teacher and/or peers and engaging in play. For one child, the number of peers who greeted him was also measured, and increased when the song was used.

Keywords

Music Therapy Child Care Program Inclusion Autism Transitioning Collaborative Consultation 

Notes

Acknowledgement

This study is a part of a series of single case studies investigating embedded music therapy interventions for the inclusion of young children with autism spectrum disorders in a community-based, university-affiliated Family and Child Care Program. The authors wish to acknowledge Dr. Ann N. Garfinkle for her contributions to the study. Gratitude also goes to the children and families, teachers and colleagues for their participation, dedication, and collaboration in this study.

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Copyright information

© Springer Science+Business Media, LLC 2006

Authors and Affiliations

  1. 1.Frank Porter Graham Child Development InstituteUniversity of North Carolina at Chapel HillChapel HillUSA
  2. 2.Department of Special EducationVanderbilt UniversityNashvilleUSA
  3. 3.Chair of Qualitative Research in MedicineUniversity of Witten-HerdeckeWittenGermany
  4. 4.School of MusicUniversity of WindsorWindsorCanada

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