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Music and Movement Pilot Study: Preliminary Results

Music and Movement Pilot Study: Preliminary Results. Kelly A. Parkes, Ph.D. Isabel S. Bradburn, Ph.D. CDCLR Parent Meeting 1.13.10. Objectives. Teach validated music curriculum to CDCLR teachers and children Assess feasibility of teachers learning and using curriculum

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Music and Movement Pilot Study: Preliminary Results

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  1. Music and Movement Pilot Study:Preliminary Results Kelly A. Parkes, Ph.D. Isabel S. Bradburn, Ph.D. CDCLR Parent Meeting 1.13.10

  2. Objectives • Teach validated music curriculum to CDCLR teachers and children • Assess feasibility of teachers learning and using curriculum • Replicate cognitive gains with more advantaged preschool sample • Explore self-regulation gains

  3. Study Features • Sixteen weeks music curriculum • 4-5 times per week • Initial session modeled by Dr. Parkes • Subsequent sessions teacher-led • Learning melody, rhythms, pitch, cadence, tone and sequenced words • Folding squares, accompanying movement, stick or bell rhythm • Start-stop irregular sequences

  4. Comparison Group • Twice a week group music lessons • Seasonal themes • Focus on singing, some movement • Led by Certified Music Instructor

  5. Conceptual Model Intensive Music = Accelerated Growth Cognitive Growth CDCLR Intensive Music Program Auditory Cognitive Self-Regulation Comparison “Music As Usual” Self-Regulation Development BASELINE CURRICULUM OUTCOMES

  6. Hypothesis 1: Children in the Intensive Music condition may show more growth in auditory and language than the Music As Usual group, relative to themselves at baseline

  7. Hypothesis 2: Children in the Intensive Music condition will show greater gains in self-regulation than the comparison group, particularly in motor tasks.

  8. Tasks • Cognitive • Verbal Comprehension (4 subtests) • Visual – Auditory Learning • Sound Blending • Incomplete Words Woodcock-Johnson Cognitive Tests – Ed.3

  9. Tasks • Self-Regulation • Day/Night (cognitive inhibitory control) • Tapping (gross motor inhibitory control) • Walk the Line (motor inhibitory control and activation – flexibility) • Block Tower (turn-taking) • Snack Delay (delay of gratification)

  10. Sample • 3, 4 & 5 year olds (mean age = 48 m) • CDCLR: Girls = 16 Boys = 11 • Comparison school: Girls = 8 Boys = 5

  11. Preliminary Results All children showed growth in • Verbal Comprehension • Sound Blending • Inhibitory Control Tapping Turn Taking Slowing walking speed

  12. Preliminary Results • Children in the IM condition made greater gains relative to themselves: Cognitive: Visual-Auditory Learning (F = 3.018, p = .093) Self-regulation: Turn taking (F = 3.317, p = .08)

  13. Preliminary Results Hypothesis 1: Weak support – cognitive gains appear to be relative to differences in baseline Hypothesis 2: Partial support - IM favored One area of self-regulation

  14. Number of Cooperative Turns Number of Cooperative Turns Time1 Time 2 Improvements in Self-Regulation for the Intensive Music Condition Number of Cooperative Turns at Two Time Periods Number of Cooperative Turns 1

  15. Caveats • Visual-Auditory Learning “catch up” • May change with age • Attrition • A few children participated minimally • Comparison group had music all year

  16. THANK YOU • Parents • Teachers • Children • Kim Day, who collected much of the data

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