The effect of musical training on the experience of mainstream education for children with high-functioning Autistic Spectrum Conditons: A multi-persp

音乐训练对高功能自闭症谱系儿童主流教育体验的影响：多方面研究

• 批准号: 2113234
• 金额: --
• 依托单位: University of Leeds
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2113234
• 关键词: effect; musical; training; experience; mainstream

This interdisciplinary thesis will explore the ways musical training, and regular performing in amateur musical performance ensembles affects the experience of mainstream education for children with Asperger's Syndrome (AS) and other high-functioning Autistic Spectrum Conditions (ASCs). It will explore this through multiple perspectives, including those of the children themselves, their parents and teachers, and young adults with ASCs. This will be a longitudinal study. The over-arching aim of this thesis is to explore the impact and perceived benefits of musical training and regular ensemble performance on the experience of mainstream education for children with high-functioning ASCs. Autistic Spectrum is an umbrella term for a range of pervasive developmental conditions affecting social development and communication skills and causing sensory hypersensitivity and repetitive, obsessive behaviours (Barnhill, 2001; Firth, 2008; Hourigan & Hourigan, 2009; Jones, 2002). These conditions include Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), Asperger's Syndrome (AS), Autism and Childhood Disintergrative Disorder (Baron-Cohen et. al., 2009; Hourigan & Hourigan, 2009). The label 'high-functioning ASC' refers to AS, PDD-NOS and high-functioning Autism (Hourigan & Hourigan, 2009). Children with high-functioning ASCs often have average or above-average intellegence (Barnhill, 2001; Baron-Cohen et. al., 2009; Lock & Bullard, 2004), yet struggle to succeed in mainstream education and occasionally require educating in a Special Education institution (Barnhill, 2001; Lock & Bullard, 2004). For a child with a high-functioning ASC, the mainstream school environment presents many challenges, with social and communication difficulties being most prominent (Barnhill, 2001; Baron-Cohen et. al., 2009; Firth, 2008). The current literature includes studies exploring a variety of aspects of the relationship between music and ASCs. These include investigations into how adults with ASCs experience music (Allen, Hill & Heaton, 2009), pitch processing in individuals with ASCs (Bonnel et.al, 2003; Heaton, 2003), and their emotional responses to music (Kim, Wigram & Gold, 2009). There have also been many studies investigating the use of music as an intervention for individuals with ASCs with varying results. These include explorations of interventions used in music therapy (Geretsegger, Elefant & Mössler, 2014; Reschke-Hernández, 2011; Simpson & Keen, 2011) and those employed in educational settings (Bronwell, 2002; Warwick, 1995). Publications also exist which aim to advise music educators on best practice when teaching children with ASCs (Darrow & Armstrong, 1999; Hourigan & Hourigan, 2009). Despite such a varied literature, there is very little research into the effects of musical training, as opposed to the more invasive musical intervention, on the experience of education for children with ASCs. To my knowledge, there has been no previous research into how regular amateur musical performance may affect the experience of mainstream education for children with ASCs, nor has there been many studies which include the perspectives of the children themselves. My interest in conducting this research stems from my own experience of mainstream education as a musician with AS. My diagnosis of AS and extensive experience of ensemble performance will allow me to bring a unique perspective to this research project. However, I understand the need to take this into account and consider reflexibity carefully, particularly the ways in which it may influence interpretation of the data collected. Being a researcher with AS, I am well placed to bring a new perspective to the field of Music and Disability Studies, a field dominated by non-disabled researchers. The main research question to be addressed in this thesis is: "In what ways does musical training influence the experience of mainstream education for children with high-functioning ASCs?"

这篇跨学科的论文将探讨音乐训练的方式，以及业余音乐表演合奏中的定期表演会影响患有艾伯格综合征（AS）和其他高功能自闭症谱系疾病（ASCs）的儿童的主流教育经验。它将通过多个角度来探讨这一点，包括儿童本身，他们的父母和老师，以及患有ASCs的年轻人。这将是一项纵向研究。本论文的主要目的是探讨音乐训练和定期合奏表演对高功能ASCs儿童主流教育体验的影响和感知效益。自闭症谱系是一个总括性术语，用于一系列影响社会发展和沟通技能的普遍发育状况，并导致感官超敏反应和重复性强迫行为（Barnhill，2001; Firth，2008; Hourigan & Hourigan，2009; Jones，2002）。这些病症包括未另外说明的广泛性发育障碍（PDD-NOS）、Barger综合征（AS）、自闭症和儿童期整合障碍（Baron-Cohen et.例如，2009; Hourigan & Hourigan，2009）。标签“高功能ASC”是指AS，PDD-NOS和高功能自闭症（Hourigan & Hourigan，2009）。具有高功能ASC的儿童通常具有平均或高于平均水平的智力（Barnhill，2001; Baron-Cohen et.例如，二○ ○九年; Lock & Bullard，2004），但努力在主流教育中取得成功，偶尔需要在特殊教育机构接受教育（Barnhill，2001; Lock & Bullard，2004）。对于具有高功能ASC的儿童，主流学校环境提出了许多挑战，其中社交和沟通困难最为突出（Barnhill，2001; Baron-Cohen et.例如，2009; Firth，2008）。目前的文献包括研究探索音乐和ASCs之间的关系的各个方面。这些研究包括对患有ASCs的成年人如何体验音乐的调查（艾伦，希尔和希顿，2009），ASCs个体的音高处理（Bonnel et.al，2003;希顿，2003），以及他们对音乐的情感反应（Kim，Wigram和Gold，2009）。也有许多研究调查使用音乐作为ASCs患者的干预措施，结果各不相同。其中包括对音乐治疗中使用的干预措施的探索（Geretsegger，Elefant & Mössler，2014; Reschke-Hernández，2011; Simpson & Keen，2011）以及在教育环境中使用的干预措施（Bronwell，2002;沃里克，1995）。还有一些出版物旨在为音乐教育工作者提供建议，指导他们在教患有ASCs的儿童时的最佳实践（Darrow & Armstrong，1999; Hourigan & Hourigan，2009）。尽管有这样一个不同的文献，有很少的研究，音乐训练的影响，而不是更具侵略性的音乐干预，对儿童的教育与ASCs的经验。据我所知，以前没有研究过定期的业余音乐表演如何影响ASCs儿童的主流教育体验，也没有很多研究包括儿童本身的观点。我对进行这项研究的兴趣源于我自己作为一名患有AS的音乐家接受主流教育的经历。我对AS的诊断和丰富的合奏表演经验将使我能够为这个研究项目带来独特的视角。然而，我理解有必要考虑到这一点，并仔细考虑反射性，特别是它可能影响对所收集数据的解释的方式。作为AS的研究人员，我很好地为音乐和残疾研究领域带来了新的视角，这是一个由非残疾研究人员主导的领域。本论文的主要研究问题是：“音乐训练如何影响高功能自闭症儿童的主流教育体验？"