Unique education analysis critique composition

REFERENCE

Rickson, D. J., & Watkins, W. G. (2003). Music therapy to promote prosocial behaviours in extreme adolescent boys A pilot study. _Journal of Music Therapy, 40_(4), 283-301.

GOAL

The speculation of this research study was to see whether music therapy would help promote prosocial behaviors in aggressive kids. These topics have different interpersonal, emotional, and learning disorders.

METHOD

The subjects were picked from a group of 88 small boys who have intellectual, interpersonal, and psychological deficits. These boys had been enrolled in a unique education center in Fresh Zealand.

The scholars who started prior to May 2150 and after Drive 2001, that has been 49 students, were not included because of the likelihood of them going out of before the examine was finished. This left a staying 39 students. These students were given your child Behavior Checklist (CBCL) check. A total of 21 college students were excluded due to deficiency of aggressiveness and already been through musical remedy. Researchers were left with 18 boys whose ages ranged from about 14 years and six months to 15 years and three months.

These themes had an extreme measure on the CBCL check. 12 of the boys were already clinically determined to have Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD).

In the 12, five had a dual diagnosis which included Oppositional Rebellious Disorder (ODD) or Execute Disorder (CD). Four had a general developmental delay and two had a head damage along with depression. About half of the young boys were acquiring psychotropic medication. They were randomly assigned into two music groups of 6 and a single control selection of six. 1 subject was suspended right after the therapy started. Another stop after a few minutes into a treatment. Also, yet another was revoked from school after one period due to extremedisruptive and aggression. A total 15 students completed the treatment. The procedure was the participants were placed into different music groups. Inside the music groupings, the students could do diverse musical activities and express themselves through music.

RESULTS

There was clearly an increase in bothersome and aggressive behavior in Group 1 . This really is a negative consequence due to the treatment. Group two had simply no changes in patterns. Group 3 also experienced little to no change in their tendencies at university.

AUTHOR’S CONCLUSION

No significant statistical distinctions were found after the treatment was finished. Because there was not a difference, there can be no defined conclusion to become made by the writer. Some interpersonal workers did record small improvements that were interesting and could lead to further examine. They mentioned that the subjects were not since aggressive because they were prior to the research study. Mcdougal would love to try to do another study but have that be depending on a specific associated with the subject.

USEFUL APPLICATIONS

The usefulness of the treatment is very minimal. The results following the treatment was conducted were negative or perhaps neutral overall. If I were to try and apply it right into a classroom environment, I are not sure if it will be helpful in any way.

CRITIQUE

I find myself like this research not fully prepared or researched. The researchers do states their particular hypothesis, dealt with the results, and the sample size. Nevertheless the treatment alone was not good. The test size in this kind of treatment should have recently been bigger than simply 15 learners. The research workers could have gone and tested other schools or even elementary and senior high school. A test size of 12-15 subjects cannot represent 90 subjects. To summarize, this musical treatment analyze was not well planned out.

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