Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
The purpose of this study was to determine if music therapy aided in the acquisition of social skills in a preschool setting. Subjects were preschool students enrolled in the facility, including typically developing children and children with disabilities. Students were randomly assigned to either a control group receiving no music, or an experimental group in which music therapy techniques were utilized. Over a period of six weeks, one new social skill per week was introduced and previously demonstrated social skills were reviewed during a 30-minute session. Students in both groups were expected to participate in the activities generated by the researcher. Data were taken using a researcher-created social skills rating system forming pre-test and post-test scores on social functioning using Likert-type ratings. Behavioral observations of on-task social behavior during group sessions were also documented. Sessions took place in the preschool facility in a large, meeting room. Social skills discussed included interpersonal skills, self-management skills, nonverbal communication skills, verbal communication skills, and skill integration with social interaction. Results and suggestions for future research are discussed.