University of Hertfordshire

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Original languageEnglish
JournalPsychomusicology
Journal publication date5 Dec 2017
StateSubmitted - 5 Dec 2017

Abstract

This study explores outcomes related to musical learning in a child with complex special educational needs. CB was an eight-year-old boy who had been diagnosed with developmental difficulties. During the case study, CB learned the tenor horn and joined the school band. His music tutor facilitated this by adapting his teaching methods to accommodate CB’s learning and behavioural issues. After one year of musical training, CB’s rhythmic ability, fluid intelligence and motor abilities increased significantly (PMMA, Gordon, 1986; WASI, Wechsler, 1999 and MABC-2, Henderson, Sugden & Barnett, 2007). Although his mother and teacher reported poorer socio-emotional behaviours (BASC-2, Reynolds & Kamphaus, 2004), this finding is in line with a group study showing significant improvement in these measures for children receiving musical training but not controls (Rose, Jones Bartoli & Heaton, 2018). For CB, music lessons provided a clearly structured social-emotional environment where he could develop both musical and non-musical skills.

Notes

About the Authors Dawn Rose is a postdoctoral research fellow investigating motor behaviours. Dr. Alice Jones Bartoli is a Senior Lecturer and Director of Unit of School and Family Studies. Her research interests include the development of antisocial behaviours and socio-emotional processing skills in children. Professor Pamela Heaton specialises in development disorders. Her research interests include the relationship between speech and music perception in autism spectrum disorder and William’s syndrome.

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