Masters Thesis

Using music to increase verbal imitation in children with language delays

Previous studies have shown the efficacy of music in the classroom for teaching and reviewing skills, setting a positive tone for the learning environment and for augmenting language development. Students who receive special education services often struggle with delays in basic language skills including imitation, an important prerequisite for communication and social development. Singing may be used as a tool to increase imitation abilities for students in this population if songs are adapted in ways that allow greater access. Knowledge about how to adapt songs that elicit increased verbal imitation may assist in developing and using songs to augment language curriculum for children with language delays. To determine if song construction had an effect on the rate of imitative verbal response, this pilot study used a quantitative study of song syllables imitated in an alternating treatment design to assess intervention and control conditions with three primary grade children with language delays in a segregated Special Education class. This limited study demonstrated that song construction had a statistically significant effect on the rate of verbal imitation. Specific elements of syllable construction that may have the highest impact on increasing imitation include rhyming, emotive parts of speech, less complex syllable types and specific positioning within a song.

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