ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Filtering by
- All Subjects: Music
- Creators: Sullivan, Jill
The aim of this research was to discover the cultural differences between American and Korean parents of children with ASD by comparing two countries in various categories, such as care systems, benefits and challenges in raising children with ASD, and therapeutic approaches in music therapy and other therapies used for these children.
The data that was gathered from the survey consisted of 4 participant groups: American parents, Korean parents, American music therapists, and Korean music therapists. This study examined the differences and similarities in the parental perspectives of children with ASD and music therapy treatment practices for individuals with ASD between two countries through the survey methods, integrating quantitative (closed-ended) and qualitative (open-ended) survey questions.
The results of the findings indicated that there were several kinds of cultural differences in treating children with ASD, such as care systems, benefits and challenges in raising their children, and therapies used for children with ASD between American and Korean children. Overall, Korean parent participants reported experiencing fewer benefits than American parent participants in the question concerning country-level benefits. Statistically speaking, the study could not find any significant differences in using therapies for children with ASD as well as music therapy treatment practices between America and Korea. However, the study found that there were some differences in the music therapy approaches and preferred music therapy interventions for ASD-diagnosed children which were summarized in responses from parents and therapists. The primary difference noticed that American music therapists preferred behavioral and neurologic techniques, while Korean music therapists preferred behavioral and Nordoff-Robbins techniques.
Because of some of the study limitations, the results may not be generalizable. In future research, many more participants need to be engaged with a narrow range of conditions.
String Project teachers’ perspectives of the skills and behaviors important for teaching strings. Participants were from the 40 String Projects listed on the National String Project Consortium website, including String Project directors (n = 16), master teachers (n = 7), graduate (n = 6) and undergraduate string teachers (n = 46) involved in String Projects across the United States. Participants ranged in age from 18 to 72 years old.
The survey for this study was based on Teachout’s 1997 survey pertaining to teachers’ skills and behaviors in three categories: teaching, personal, musical. A cover letter containing a link to the electronic survey was sent to directors and master teachers for the 40 String Projects, requesting their participation and the participation of their string teachers. Seventy-five participants from 19 String Projects completed the survey.
Means and standard deviations were calculated for each item for each of the four participant groups. Overall means for each category of skills and behaviors were calculated followed by a one-way Multivariate Analysis of Variance (MANOVA) to determine which of the three categories the teachers and directors believed most important. Three one-way MANOVAs were used to analyze participants’ perspectives for three broad categories of skills and behaviors (personal, teaching, and musical) across the four participant groups. No significant differences were found across all three MANOVA analyses. Additionally, descriptive statistics were used to determine the rankings of importance for the four participant groups on 40 survey items.
Results showed that participants in all four groups believed that personal skills and behaviors were more important than teaching and musical skills and behaviors.
Also conducted were Pearson Product-Moment Correlations, which analyses revealed a strong positive relationship between the ranked perceptions of musical and teaching skills and behaviors (r = .78, p = .00), between musical and personal skills and behaviors (r = .65, p = .00), and between personal and teaching skills and behaviors (r = .84, p = .00). Strong positive correlations were found between the three categories. Recommendations for research and practice were given.