MUSIC AS A FACILITATOR FOR SKILL DEVELOPMENT: REVISITING THREE YOUNG FIRST NATIONS INDIVIDUALS ON THE AUTISM SPECTRUM
Bibliographic record
Abstract
Indigenous children and young people on the autism spectrum are scarce in research publications. This article revisits three research partners, Connor, Debbie and Tom, in a follow-up study of a PhD project on the meaning of music for First Nations children on the autism spectrum in British Columbia, Canada. An Indigenist research framework was used in the project with conversations as the methodology. It would seem like the First Nations children on the spectrum would have similar life situations, but results show diverse barriers and opportunities for them to participate and influence their lives. Living on or off reserve is one aspect. Music plays a large role in their lives in various ways. It will be shown how music facilitates the development of self-regulation for the three young people, and social skills for one of them. The vital importance of culturally appropriate and sensitive diagnosis processes, autism services and special educational actions and activities will be discussed as steps towards fully inclusive, equitable, and decolonized education for Indigenous children and young people. Such measures will be beneficial for diverse learners across the globe.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.017 | 0.010 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".