The effect of training on studio music teacher attitudes toward working with students with autism
Bibliographic record
Abstract
Diagnoses of autism spectrum disorder are on the rise, with current estimates at 1 in 68. Research in music cognition has demonstrated a strong proclivity towards music in people with autism. Learning a musical instrument can be a significant accomplishment and enjoyable activity for people with autism. However, the majority of studio music teachers have received little or no training on how to address the many and varied challenges of teaching students with autism. This lack of training can lead to poor attitudes towards accepting students with autism or less than adequate music education if the appropriate educational environment is not developed. The objective of this research was to determine the effectiveness of a training intervention on the knowledge and attitudes of studio music teachers. The training consisted of a two-day training workshop on teaching music to students with autism followed by three hours of lesson observation with students across the autism spectrum. Data was collected through pre- and post-test questionnaires, daily experience logs, interviews and informal discussion. Results demonstrate that the training intervention was effective in improving participant knowledge and attitudes towards teaching students with autism in a private music studio setting.
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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 | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".