Preschool Sample Feasibility Study

Document Sample
Preschool Sample Feasibility Study Powered By Docstoc
					Music and Movement
     Pilot Study:
 Preliminary Results
   Kelly A. Parkes, Ph.D.
 Isabel S. Bradburn, Ph.D.

    CDCLR Parent Meeting 1.13.10
                Objectives
   Teach validated music curriculum to
    CDCLR teachers and children
   Assess feasibility of teachers learning
    and using curriculum
   Replicate cognitive gains with more
    advantaged preschool sample
   Explore self-regulation gains
             Study Features
   Sixteen weeks music curriculum
   4-5 times per week
   Initial session modeled by Dr. Parkes
   Subsequent sessions teacher-led
   Learning melody, rhythms, pitch, cadence,
    tone and sequenced words
   Folding squares, accompanying
    movement, stick or bell rhythm
   Start-stop irregular sequences
          Comparison Group
   Twice a week group music lessons
   Seasonal themes
   Focus on singing, some movement
   Led by Certified Music Instructor
               Conceptual Model
Intensive Music = Accelerated Growth
                          CDCLR
                         Intensive     Cognitive
                           Music       Growth
                         Program
  Auditory Cognitive
  Self-Regulation
                        Comparison
                                     Self-Regulation
                          “Music
                         As Usual”    Development




     BASELINE          CURRICULUM      OUTCOMES
Hypothesis 1:

Children in the Intensive Music
condition may show more growth in
auditory and language than the
Music As Usual group, relative to
themselves at baseline
   Hypothesis 2:

    Children in the Intensive Music
    condition will show greater gains in
    self-regulation than the comparison
    group, particularly in motor tasks.
                  Tasks
   Cognitive

    • Verbal Comprehension (4 subtests)
    • Visual – Auditory Learning
    • Sound Blending
    • Incomplete Words

    Woodcock-Johnson Cognitive Tests – Ed.3
                   Tasks
   Self-Regulation

    • Day/Night (cognitive inhibitory control)
    • Tapping (gross motor inhibitory control)
    • Walk the Line (motor inhibitory control
      and activation – flexibility)
    • Block Tower (turn-taking)
    • Snack Delay (delay of gratification)
                Sample
   3, 4 & 5 year olds (mean age = 48 m)
   CDCLR:
       Girls = 16
       Boys = 11
   Comparison school:
       Girls = 8
       Boys = 5
     Preliminary Results
All children showed growth in

   Verbal Comprehension
   Sound Blending
   Inhibitory Control
            Tapping
            Turn Taking
            Slowing walking speed
            Preliminary Results
   Children in the IM condition made
    greater gains relative to themselves:

    Cognitive: Visual-Auditory Learning
    (F = 3.018, p = .093)


    Self-regulation: Turn taking
    (F = 3.317, p = .08)
       Preliminary Results
Hypothesis 1:
 Weak support – cognitive gains
 appear to be relative to differences
 in baseline

Hypothesis 2:
 Partial support - IM favored
  One area of self-regulation
Improvements in Self-Regulation for
the Intensive Music Condition
   Number of Cooperative Turns at Two Time Periods
           Number of Cooperative Turns
   Number of Cooperative Turns
             Number of Cooperative Turns




             Time 1           Time 2
                1
                  Caveats
   Visual-Auditory Learning “catch up”

   May change with age

   Attrition

   A few children participated minimally

   Comparison group had music all year
               THANK YOU
   Parents

   Teachers

   Children

   Kim Day, who collected much of the
    data

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:1873
posted:7/7/2011
language:English
pages:16
Description: Preschool Sample Feasibility Study document sample