INTO THE MAINSTREAM - A CASE-STUDY OF A CHILDS PARTICIPATION IN MUSIC-EDUCATION AND MUSIC-THERAPY

This case study examined the behavior of a child with disabilities thr oughout an entire school year in both music education and music therap y settings. The purpose was to describe the child's participation over time, and to provide data to assist in the decision making process re garding her educational program. Frequency and type of task performanc e were measured as well as overall time on-task. Data were collected u sing a computer observation program. Results show that, in both settin gs, the child's rates of individual behaviors (approximation, correct, incorrect, or initiation) were higher than the rates for either assis ted (full or partial prompt) or noncompliant (passive or aggressive) b ehaviors. Rates for individual correct responses were higher in music therapy than in music education. Variability was very high among the o bservations of correct behavior in both settings. Rates for approximat ions and passive noncompliant behavior were higher in music education compared to music therapy. Very few, if any, aggressive responses were observed in either setting. The child was more on-task than off-task in both settings, although on-task was twice as high in the music ther apy setting than in the music education setting. When the child was no t attending to the teacher in the education setting, she was usually e ngaged in the off-task behavior of watching her nondisabled peers. She was not as interested in watching her disabled peers in music therapy . When off-task in music therapy, she was usually watching other indiv iduals (usually adult aides) or looking around the room. Variability w as high among the observations of on-task behavior in both settings. R esults discussed are specific to the one child, with implications for other disabled children who receive or will receive concurrent music t herapy and music education services. Topics for the discussion include the influence of class structure and general educational/therapeutic practices on behavioral outcomes, the development of independence, kno wledge, and skill for transition, the need for collaboration among edu cators and therapists, and the measurement of ''success.''