Piano fingering instruction for a child with intellectual disabilities and autism spectrum disorders

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  • Miyano Yuta
    Special Needs Education School, Faculty of Education, Yokohama National University

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  • 知的障害と自閉症のある児童に対するピアノ演奏における運指指導

Abstract

<p>This study examined the efficacy of piano fingering instruction for children with ID and ASD. A child with ID and ASD participated. Based on WISC-IV and behavioral observations of the participant, we determined that the target behavior was playing the keyboard with the five right-hand fingers, and that the teacher’s modeling and two visual prompts were used as instruction. We conducted a Pre-Post-Test to evaluate the results, which indicated that the participant’s fingering improved in the post-test due to the instruction. This study demonstrated that WISC-IV and behavioral observations could determine target behaviors and instruction. Future studies should investigate how to teach children with different cognitive profiles and use more reliable experimental study designs.</p>

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