An empirical investigation into the effects of structured music workshops for individuals with intellectual disabilities

The utility of music as a therapeutic intervention for individuals with int ellectual disabilities has been widely discussed (Aldridge, 1993; Schalkwij k, 1995; Wigram, 1995). However, although an extensive literature exists wh ich advocates music as a therapeutic intervention for a wide variety of pop ulations, there is a need for empirical evaluation (Maranto, 1991; Radhakis hnan, 1991; Purdie, 1997). This paper presents a study investigating the ef fects of structured music workshops for individuals with intellectual disab ilities. A random sample of 60 individuals voluntarily participated in this research. All participants were assessed using a variety of previously val idated techniques and techniques designed and validated for use in this stu dy. An experimental group (N = 19) participated in a ten-week music program me. In comparison with a non-intervention control group (N = 16) and an int ervention control group (N = 24), results indicated significant improvement s in musical ability, communication and self-perception of musical ability for participants in the experimental group. A longitudinal investigation (N = 12) indicated that the developments made by the experimental group remai ned six months following the intervention. It is suggested that musical act ivities may provide an environment that facilitates skill development for i ndividuals with intellectual disabilities. Directions for future research a nd limitations of the study are also considered.