Why I Can Do That! Action Research and Evaluation for the Arts in Healthcare Presented by Barbara C. Memory, Ph.D., MT-BC, Director of Music Therapy, East Carolina University, Greenville, NC Research Questions, Measurable Objectives, Data Collection Stringer, E.T. (1996). Action Research. Sage Pub., p. 12, suggests that we can use action research to: Enhance everyday work practices by: Reviewing goals and procedures (What things are we doing and how are we doing them?) Evaluating effectiveness (To what extent are we achieving our objectives? How effective is our work?) Planning activities and strategies (What needs to be done? How do we get it done?) Resolve specific problems and crises by:     Defining the problem,     Exploring its context,     Analyzing its component parts, and     Developing strategies for its resolution Develop special projects and programs by PLANNING, IMPLEMENTING, and EVALUATING. The following data collection form and sample songs illustrate how systematic data collection of behaviors can be woven into clinical sessions: Client:______________________ Observer: ___________________ Date:__________Time Start: ________Time End: _________ Day: ________________ Goal:___________________________________________________________________ Target Behavior(s):________________________________________________________ Criteria:_________________________________________________________________ Behavior Category: Single Event, Not Elicited Recording Technique: Event Recording (Frequency Count) Calculation: Rate Single Event, Elicited Recording Technique: Related Events Recording Calculation: Percentage Continuous Behavior Recording Technique: Interval Recording Calculation: Percentage Time Span Recording Technique: Duration, Mean Duration, or Time Lapse      Calculation: Raw or Mean Duration Directions: Graphing: Baseline: Treatment: Therapeutic Goals: Psychosocial, Physical, Spiritual, Coping Strategies Techniques Used: Empathy, Attention, Humor, Challenging, Modeling, Cueing, Prompting, Reinforcement (social and rewards), RoteTeaching (auditory repetition), Visuals / Tactiles, Multi-Sensory Learning, Orff Schulwerk I like to b b b blow b b b bubbles, I like to ___ b b b blow ___b b b bubbles, ‘Cause when I ___ b b b blow I have a ___barrel of fun, I like to ___b b b blow ___b b b bubbles! ___POP! (child must attempt B or P to blow bubbles offered by therapist) Data Collection: Correlated Events Recording: Speech: B B B and POP Mark a + in each space where “B” and “pop” is audible. Percentage: # meeting criteria divided by number of spaces multiplied by 100 = Percentage I have a drum! I have a drum! Who is going to play it? Who is going to play it? ____ is going to play it. ___ is going to play it. Play that drum. Play that drum! (First drummer picks a name from the hat, says first letter or reads name for next drummer) Data Collection #1: Correlated Events recording: (Take a turn- play drum and choose a name) Mark a tally each time client is offered a turn, slash the tally to indicate successful response. Percentage: # tallies slashed divided by total tallies, multiplied by 100 Data Collection # 2: Information retention: Reading first letter or name Circle the letters (or names) read and pronounced accurately: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z or Names: ________________ One elephant went out to play, out on a spider web one day. He had such enormous fun, he called for another elephant to come. Data Collection: Event Recording: Mark a + for every correct response. Movement: ___trunk like an elephant ___marches inside circle ___chooses another student Treble Clef, treble clef, oo la la, treble clef! Bass clef, bass clef, sing it low, bass clef! Beat, beat, shake it, beat Movements, Tambourine. Part-singing for concentration. Data Collection: On-Task Behavior: Following directions, participating Time Span Recording: Use stopwatch to begin and end time on-task. Duration: _______ Baby, let me be your lovin’ Teddy Bear, Put a chain around my neck and lead me anywhere, Oh let me be (echo), your Teddy Bear. I don’t want to be your tiger, ‘cause tigers play too rough. I don’t want to be your lion, ‘cause lions ain’t the kind you love enough. Just wanna be, your Teddy Bear, ….. Orff Instruments, Contribute to Group, Speech Three Examples of Action Research in Music Therapy | Research Questions, Measurable Objectives, Data Collection | Music Participation | Back to Agenda | NC Arts For Health