Music and Movement Pilot Study: Preliminary Results

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Music and Movement Pilot StudyPreliminary
Results

• Kelly A. Parkes, Ph.D.
• Isabel S. Bradburn, Ph.D.
• CDCLR Parent Meeting 1.13.10

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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

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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

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Comparison Group

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

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Conceptual Model

• Intensive Music Accelerated Growth

Cognitive Growth
CDCLR Intensive Music Program
Auditory Cognitive Self-Regulation
Self-Regulation Development
Comparison Music As Usual
BASELINE
CURRICULUM
OUTCOMES
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• 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

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

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Tasks

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

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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)

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Sample

• 3, 4 5 year olds (mean age 48 m)
• CDCLR
• Girls 16
• Boys 11
• Comparison school
• Girls 8
• Boys 5

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Preliminary Results

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

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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)

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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

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Improvements in Self-Regulation for the Intensive
Music Condition
Number of Cooperative Turns at Two Time Periods
Number of Cooperative Turns
1
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Caveats

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

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THANK YOU

• Parents
• Teachers
• Children
• Kim Day, who collected much of the data