The following thesis is based on the idea that music can provide benefits on people. In this sense, this investigation pretends to analyze the implementation of an Educative Musical Intervention (EMI) on two second grade boys seriously affected by an attention deficit disorder. This intervention has been developed in three different contexts in the school center, in 30 sessions, 10 sessions in each parallel context. The first context is the music classroom where a didactic unit was developed with the whole class. The second, includes different individual interventions of music therapy, 30 minutes weekly. Finally, the music therapy sessions carried out as with the two boys together as a group. The theoretical framework is focused into two separate areas presented throughout the first chapter. On one hand, concepts such as attention, selfregulation and ADHD, and on the other hand, musical education and music therapy. This work is framed into the action research paradigm with two case studies. This methodology allowed to systematically research and deeply know the type of behavior the children presented during the session of EMI. In order to work with videos and transcription efficiently, all the data analysis was analyzed using the software Transana. Additionally, notes were taken so as to register observation done in the classroom. The study is placed in a qualitative paradigm; however, data were collected in a quantitative to facilitate the data analysis of scales and observation guides created by the investigator. The data analysis was carried out in different levels, using complementary sources of information that allowed different points of view of the reality being studied. First of all, a general view of all the interventions was done, and in a second instance a thorough development, description, and analysis. Finally, relevant data from both cases of study were identified and categorized. The conclusion of this investigation evidence that self-regulating behavior were presented, mainly in the music therapy sessions (individually and in group) when the activity which was developed presented a strong rhythmic sense. Therefore, it is possible to conclude that the rhythmic element is positively connected to the learning of self –regulating processes, helping students to organize their emotions, behavior and verbal participation. A second result of this investigation is related to the positive evolution in terms of behavior and attitude in the children studied in the whole class context, especially in one of them. All of the above, highlights the need to go in depth into the use of music, in particularly rhythm, as a beneficial agent for self-regulation in children presenting symptomatology of ADHD.
Intervención educativa musical en niños con dificultades de atención
Francisco García-Huidobro Vergara (Author). 30 Oct 2015
Student thesis: Doctoral thesis
Student thesis: Doctoral thesis