What evidence? Designing a mixed methods study to investigate music therapy with children who have autism spectrum disorder (ASD), in New Zealand contexts

Music therapist collaboration with teaching assistants for facilitating verbal and vocal development in young children with special needs: A mixed methods study

Music Therapists increasingly work collaboratively alongside other professionals and families. This article presents research into transdisciplinary work with teaching assistants in a school. A mixed methods investigation was carried out to evaluate the development of verbal and vocal skills in young children who received both individual music therapy and additional music sessions carried out by teaching assistants. Qualitative data were gathered to support quantitative video analysis results. The Music Therapist organised music sessions for the teaching assistants to carry out independently, to assess whether this enhanced the children’s verbal development. Statistical analysis of vocal scores from video material utilising bootstrapping techniques indicated that there was a statistically significant difference pre- and post-intervention for the children who had additional teaching assistant music sessions. This indicated that the collaborative approach was effective in enhancing verbal skills. The qualitative evidence also supported this theory. Due to the small number of participants, these results cannot be generalised to other situations and larger scale research could be carried out to demonstrate conclusive results. This study shows that Music Therapists and teaching assistants in schools can work collaboratively and this may potentially enhance the progress children make, with reinforcement of verbal development strategies in the class context.