A Case Study on Teaching Imitation Skills to a Child with Autism Spectrum Disorder Through Orff-Based Music Activities

Abstract

ABSTRACT The purpose of this study was to examine the Orff-based music activities on teaching imitation skills of a child with Autism (ASD). In this study, which is a case study, a procedure similar to the multiple probe design was used. According to this, sessions were conducted with a child with ASD for a 10 weeks, twice a week. In the research process, baseline, daily probe, teaching, maintenance and generalising sessions have been organised. All of the sessions were done by using one-to-one teaching method. The generalisation effect of the research was evaluated with pre-test and post-test applications between individuals, settings and materials. The maintenance of learning was checked with probe sessions conducted 1st, 2nd and 4rd weeks after the completion of the intervention. In addition, semi-structured interviews were conducted with the child’s parents and teachers for social validity. According to the results, imitation skills were acquired by the child with ASD after 11 sessions of Orff-based music activities; the maintenance was kept after the training was completed and the generalisation was achieved as stated. In addition, it was revealed as social validity data that the applications were effective also on the child’s non-targeted behaviors such as eye contact and attention span.