How does a music therapy student facilitate verbal interactions in a group of developmentally delayed adolescents?

Abstract

This study examined the interventions carried out by the researcher working at a mainstream high school with a group of adolescents with developmental delays. Through an Action Research model with cycles of Data Collection, Evaluation, Action and Critical Reflection the researcher aimed to constantly develop her own clinical practice with these students. The development of verbal communication amongst the students was of particular interest to the researcher. The intervention talking around topics' was one which appeared to develop considerably as the study progressed. This intervention allowed the clients to start to develop conversation skills using more descriptive language. At the start of the study the predominant interventions were direct questions and statements because clients appeared only able to use concrete replies, by the end of the study more descriptive techniques were being used, clients were initiating their own interactions and the amount of talking around topics had increased during sessions. This study enabled the researcher to improve her clinical practice by constantly evaluating her own actions. This project was carried out as part of the researcher's Master of Music therapy study.