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wk 10 assignmwnt 8010

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Annotated Bibliography

Lua Shanks

Walden University

Research Theory, Design, and Methods

Dr. Arome

11-7-2021

Annotated Bibliography

Introduction

Autism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.

Annotated Bibliography on Autism

Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28.


https://doi.org/10.1177/026565909901500103

Wimpory and Nash provided a case study
for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.

Since the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.

I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Therefore, their case study can be useful to my research when paired with more recent research on the topic
.

Gathman, A. C., & Nessan, C. L. (1997). Fowler’s stages of faith development in an honors science-and-religion seminar. Zygon32(3), 407–414. 


https://doi.org/10.1111/0591-2385.00099

The authors described the construction and rationale of an honors course in science and religion that was pedagogically based on Lawson’s learning cycle model. In Lawson’s model, the student writes a short paper on a subject before a presentation of the material and then writes a longer paper reevaluating and supporting his or her views. Using content analysis, the authors compared the students’ answers in the first and second essays, evaluating them based on Fowler’s stages of development. The authors presented examples of student writing with their analysis of the students’ faith stages. The results demonstrated development in stages 2 through 5.

The authors made no mention of how to support spiritual development in the course. There was no correlation
between grades and level of faith development. Instead, they were interested in the interface between religion and science, teaching material on ways of knowing, creation myths, evolutionary theory, and ethics. They exposed students to Fowler’s ideas but did not relate the faith development theory to student work in the classroom. There appears to have been no effort to modify the course content based on the predominant stage of development, and it is probably a credit to their teaching that they were able to conduct the course with such diversity in student faith development. However, since Fowler’s work is based largely within a Western Christian setting, some attention to differences in faith among class members would have been a useful addition to the study. 

Fowler’s work would seem to lend itself to research of this sort, but this model is the only example found in recent literature. This study demonstrates the best use of the model, which is assessment. While the theory claimed high predictive ability, the change process that the authors chronicled is so slow and idiosyncratic that it would be difficult to design and implement research that had as its goal measurement of movement in a faith development continuum
.

Hammel, A. M., & Hourigan, R. M. (2020). undefined. Teaching Music to Students with Autism, 129-142.


https://doi.org/10.1093/oso/9780190063177.003.0007

In understanding a child, educators in both language and music must be present. With autism diagnosis, it expresses the childhood experience that pushes them from social dysfunction. In this disorder, Autism expresses a wide spectrum of treatment methods both in public and private schools.

For learning perspective, scientists says that partnerships from medical and school-sponsor programs need access to various student information. In the first 3 years, the symptoms of Autism are over 18 months in its diagnosis. A patient with this disease cannot utter good language in the preferred 12 months.

The APA
recommends an update to all autism and child problems related to the above syndrome. Other familiar features of this disease include lack of joint attention that resembles bodily and facial expressions. In this survey, the features of autism rest only represented via behavior and the normal characteristic in behavior.

Grimsby, R. (2020). Resources for music teachers. Teaching Music to Students with Autism, 209-228.


https://doi.org/10.1093/oso/9780190063177.003.0011

The research done on student disability is different from normal persons. Musically, the teachers are capable to define the priorities and capabilities of certain debts categorically. Generally, the themes taught by music teachers are aimed in helping autistic students digest the language and learning process.

In the overall analysis, the development of students with disabilities needs a continuous and support from their teaches. Most analysts in the field of research prefer a close relationship with medical professional s to ascertain these goals and company objectives. By using these new technologies, teachers are capable of understanding the new ways of communication and probable recommendations
.

Scott, S. J. (2017). Autism and music education. Music Education for Children with Autism


Spectrum Disorder, 1-32.


https://doi.org/10.1093/acprof:oso/9780190606336.003.0001

Children need support and love in their upbringing. This calls for special understanding in their skills and language development. When children want support, they use signs and language to communicate. In strategizing for word reading, much attention tends to be done just in children both with similar autism conditions.

For instance, when reading stories, children take longer in understanding the concepts when sick with autism or normal. While giving children independent reading styles accepts that it is beneficial for their encouragement and praise.

They tend to blend and have confidence in understanding the complexity and agility of new words in the systems. Hence, good trainers offer role plays to their students such that there is appropriation of understanding ad class maintenance. In Egypt for instance, there is chance in giving student’s internet-friendly opinions during their studies
.

Killmeyer, S., & Kaczmarek, L. (2017). Parent training and joint engagement in young children with autism spectrum disorder. Autism & Developmental Language Impairments, 2, 239694151769921.


https://doi.org/10.1177/2396941517699214

Most children are diagnosed with autism in tender ages that calls for spectrum call for scientific research. For good communication and response, parents are advised to offer help through various modes of rehabilitation. For instance, certain techniques are used to give children ability communicate or those with autism problems. For responsive parents, the fidelity in applying specific guidelines are strongly enshrined.

CDC explains that this disorder is controllable not just in schools but for good and scientific processes via parent and child engagement.
When parents share engagements, children experience due growth that amounts to their individual support. With autism criteria, the attention and focus in children is divided consistently thereby causing tension to both growth and sustainability.

Current research indicate that parental support helps greatly in subordinating the autistic effect and possible treatment in children. In certain ongoing research, parents are advised to use response techniques in gaining the pose to autism treatments
.

Volkmar, F. R. (2016). From infantile autism to autism spectrum. Autism Spectrum


Disorder, 3-18.


https://doi.org/10.1093/med/9780199349722.003.0001

This author recognized autism as a distinct category to some diseases. It involves the cognitive response and general social functioning in chinndren’s growth. In language proficiency, this journal examined the levels of proficiency that are acquired in the extensive support to the child’s communications skills.

Either, there is an increasing number of children with autism globally at the rate of 20%. Moreover, it is noted that children with autism condition suffer early interventions to parental care and proficiency. In major hospitals ASD continues to bring challenges that can only be solved through therapies and good medication
.

Conclusion

Autism poses a major public health concern in the United States and beyond. While its prevalence rates have been surging significantly in the last few years, health researchers have not yet designed a fully-fledged intervention to reverse this trend
. Most children with autism show variant impairment descriptions in their health conditions. The lifestyle and experience differ regarding their spoken language, body psychology and the rigidity of patterns. According to APA foundation in America, three are difficulties experienced within the temporal perceptions in dealing with autism
. Musical interaction makes a child’s development better that using similar characteristics in language as advised by medical professionals. In circumstances where infants communicate with relatives, the outcome solely depends on the parental attributes. With lack of parental recognition, there is no chronology of changes in the communication patterns.

�Lua,

Thanks for your submission. See my comments in your paper.

All the best!

Dr. Arome.

�Good introduction!

�Good in showing the research method!

�Good information on application to your study!

�With the use of this word, I am assuming this is a quantitative study!

�What is the relevance or alignment of this study to yours?

�There is a need for substantive information on application, analysis and summary of this article.

Also, I am not clear of the type of study conducted here. Is this qualitative, quantitative or mixed methods!

�Spell out the full information before using acronym.

� There is a need for substantive information on application, analysis and summary of this article.

Also, I am not clear of the type of study conducted here as this is a chapter of work in a publication. Is this qualitative, quantitative or mixed methods!

�This entire presentation should align with the instruction for this assignment.

�Same as my previous comments. Here is the link to this chapter. � HYPERLINK “https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780190606336.001.0001/acprof-9780190606336-chapter-1” �Autism and Music Education – Oxford Scholarship (universitypressscholarship.com)� � HYPERLINK “https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780190606336.001.0001/acprof-9780190606336-chapter-1” �https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780190606336.001.0001/acprof-9780190606336-chapter-1�

You are required to provide information using peer reviewed articles form journals.

�Address the content in alignment with the instruction of this assignment. Application, Analysis, Summary.

�Provide citation to support this information.

�Again, this area needed substantive information related to the application, analysis and summary of this study.

�Same as my previous comments on the research methods used, the issue of the content not being a peer reviewed article and the section needing substantive information in addressing application, analysis, and summary.

�Provide citation to support your statement.

�Support with appropriate citation.

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