Using music to increase verbal imitation in children with language delays

Using song as a tool for language intervention is ideal if it works. Like language, singing is delayed, perhaps due to the difficulty of the songs. The hypothesis of this pilot study is that if songs were constructed in such a way as to make them easier to sing, children with language delays could imitate them. Singing easier songs may lead to singing more songs???setting up momentum for language acquisition through increased verbal imitation. \ud This study adds to the current literature of efficacy of the use of music in the classroom as an effective language intervention medium. This pilot study also presents a new avenue of research emphasis in analyzing music as the tool itself???to take apart and ???retool??? songs to increase effectiveness for use in the classroom for students with language delays.Thesis (M.A.)--Humboldt State University, Education, 2011Previous studies have shown the efficacy of music in the classroom for teaching and reviewing skills, setting a positive tone for the learning environment and for augmenting language development. Students who receive special education services often struggle with delays in basic language skills including imitation, an important prerequisite for communication and social development. Singing may be used as a tool to increase imitation abilities for students in this population if songs are adapted in ways that allow greater access. Knowledge about how to adapt songs that elicit increased verbal imitation may assist in developing and using songs to augment language curriculum for children with language delays.\ud To determine if song construction had an effect on the rate of imitative verbal response, this pilot study used a quantitative study of song syllables imitated in an alternating treatment design to assess intervention and control conditions with three primary grade children with language delays in a segregated Special Education class. This limited study demonstrated that song construction had a statistically significant effect on the rate of verbal imitation. Specific elements of syllable construction that may have the highest impact on increasing imitation include rhyming, emotive parts of speech, less complex syllable types and specific positioning within a song