| The purpose of this study was to determine if music therapy aided in the acquisition of social skills in a preschool setting. Subjects were preschool students enrolled in the facility, including typically developing children and children with disabilities. Students were randomly assigned to either a control group receiving no music, or an experimental group in which music therapy techniques were utilized. Over a period of six weeks, one new social skill per week was introduced and previously demonstrated social skills were reviewed during a 30-minute session. Students in both groups were expected to participate in the activities generated by the researcher. Data were taken using a researcher-created social skills rating system forming pre-test and post-test scores on social functioning using Likert-type ratings. Behavioral observations of on-task social behavior during group sessions were also documented. Sessions took place in the preschool facility in a large, meeting room. Social skills discussed included interpersonal skills, self-management skills, nonverbal communication skills, verbal communication skills, and skill integration with social interaction. Results and suggestions for future research are discussed. |
