University of Hertfordshire

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  • Dawn C. Rose
  • Alice Jones Bartoli
  • Pamela Heaton
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Original languageEnglish
Pages (from-to)71-81
JournalPsychomusicology
Journal publication date30 Jun 2018
Volume28
Issue2
DOIs
Publication statusPublished - 30 Jun 2018

Abstract

This study explores outcomes related to musical learning in a child with complex special educational needs. CB is a boy who was 8 years old at the start of the study and was diagnosed with comorbid autism spectrum disorder, attention deficit hyperactivity disorder, sensory processing difficulties, dyslexia, and dyspraxia during the study. He was evaluated on a battery of developmental measures before and after 1 year of music learning. At pretesting, CB obtained a high musical aptitude score and an average IQ score. However, his scores on tests measuring motor abilities, executive function, and social-emotional skills were low. Posttesting revealed improvements in CB’s fluid intelligence and motor skills, and although teacher and parent reports suggested a decline in his social-emotional functioning, his musical progress was good. The results are discussed in the context of impairments in developmental disorders, the importance of flexible teaching approaches, and family support for music learning during childhood. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Notes

©American Psychological Association, 2018. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: http://dx.doi.org/10.1037/pmu0000209

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