title: Use of songs to promote independence in morning greeting routines for young children with autism.
abstract: This study evaluated the effects of individually composed songs on the independent behaviors of two young children with autism during the morning greeting/entry routine into their inclusive classrooms. A music therapist composed a song for each child related to the steps of the morning greeting routine and taught the children's teachers to sing the songs during the routine. The effects were evaluated using a single subject withdrawal design. The results indicate that the songs, with modifications for one child, assisted the children in entering the classroom, greeting the teacher and/or peers and engaging in play. For one child, the number of peers who greeted him was also measured, and increased when the song was used.
authors.affiliation: Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, USA.
authors.forename: Petra
authors.initials: P
authors.lastname: Kern
authors.forename: Mark
authors.initials: M
authors.lastname: Wolery
authors.forename: David
authors.initials: D
authors.lastname: Aldridge
mesh_terms: D001321:Autistic Disorder / Q000523:psychology*; D002656:Child Day Care Centers; D002675:Child, Preschool; D006801:Humans; D008282:Mainstreaming, Education; D008297:Male; D009146:Music; D009147:Music Therapy; D020377:Self Efficacy; D012919:Social Behavior; D013663:Teaching; D014705:Verbal Behavior