Effects of Social versus Musical Antecedents on Communication Responsiveness in Five Children with Developmental Disabilities

Abstract

The present study involved a comparison of social versus musical antecedents on communication responsiveness in five children with developmental disabilities. During the social antecedent condition, the teacher presented opportunities for the children to greet, name objects, and request materials. In the musical antecedent condition, these same opportunities were embedded within a music/singing activity. A reversal design was used to compare the percentage of opportunities with appropriate communication responses across the two conditions. For three of the five children, the musical antecedent condition was associated with higher percentages of appropriate communication responses. For the other two children, the two conditions were associated with approximately equal rates of appropriate communication. Across both conditions, appropriate responses were more likely during opportunities for greeting and requesting than during opportunities to name objects. The results suggest that embedding communication opportunities within a musical activity may lead to increased appropriate communication responses for some children with developmental disabilities.

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