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Literature Analysis to Verify the Content and Effect Sizes of Music Interventions for Young Children with Special Needs: Focusing on the 2005-2020 Domestic Journals

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2021, 22(4), pp.17-42
  • DOI : 10.19049/JSPED.2021.22.4.02
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 4, 2021
  • Accepted : November 23, 2021
  • Published : December 31, 2021

Seo bo soon 1,  Lee Ji Kyung 2

1동의대학교
2경성대학교

Accredited

ABSTRACT

[Purpose] This study is aimed to examine the contents of music interventions for young children with special needs and to verify the intervention effect size. Furthermore, the study hopes to present useful information and basic guidelines that can be referenced when composing a music intervention program or conducting future research on children with special needs. Music is included as a component of the curriculum for young children in various ways, and it is used as an intervention tool in the field. However, the contents and effect sizes fo music intervention are not known in detail. Therefore, this study aimes to verify the details and effect sizes of music interventions by comprehensively reviewing the literature published in domestic journals between 2005 and 2020. [Method] Nine studies were selected through a literature review, five group studies and four single-subject studies were analyzed to categorize the detailed intervention contents. Moreover and the effect size (Hedge's g and Percent Non-overlapping Data, PND) were calculated to verify the effectiveness of the interventions and the relationship between the intervention durations and the effect sizes was also examined. [Results] Through in-depth analysis, the overall contents of music interventions conducted in group and single-object studies were reported. The effect sizes of music intervention for young children with disabilities turned out to be very large. However, there was no clear relationship between intervention durations and effect sizes. [Conclusion] The significance of this study would be great if it could be applied more systematically to the field of music for children with special needs, which would re-illuminate the various perspectives found in this study.

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