CHAPTER SIX RESUMÉ 6.1 INTRODUCTION 6.2 SUMMARY 6.3...

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CHAPTER SIX

RESUMÉ

6.1 INTRODUCTION

6.2 SUMMARY

6.3 CONCLUSIONS

6.4 LIMITATIONS OF THE PRESENT STUDY

6.5 SUGGESTIONS FOR FUTURE RESEARCH

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CHAPTER SIX

RESUMÉ

6.1 INTRODUCTION

The present chapter exemplifies in brief the whole research process,

the analysis employed, the results obtained and its implications for this

research study.

6.2 SUMMARY

The present research attempted to study the effect of Music and

Dance on children with ADHD. The ADHD symptoms of the subjects were

measured using the ADHD Rating Scale IV by DuPaul et al., (1998). This

scale is available in Teacher and Parent versions, and has 3 subscales of

Inattention, Hyperactivity-Impulsivity and a Combined subscale for both the

versions. Based on available literature the following hypotheses were framed:

1. Music intervention significantly reduces ADHD scores derived from

teachers’ as well as parents’ ratings of the study group weighed against that of

the comparison group.

Hence:

i. Inattention Scores – Teacher version of the study group are lower

after Music intervention as weighed against that of the comparison group.

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ii. Hyperactivity-Impulsivity Scores - Teacher version of the study

group are lower after Music intervention as weighed against that of the

comparison group.

iii. Combined Scores – Teacher version of the study group are lower


iv. Inattention Scores – Parent version of the study group are lower


v. Hyperactivity-Impulsivity Scores – Parent version of the study

group are lower after Music intervention as weighed against that of the

comparison group.

vi. Combined Scores – Parent version of the study group are lower


2. Dance intervention significantly reduces ADHD scores derived from



Hence:

i. Inattention Scores – Teacher version of the study group are lower

after Dance intervention as weighed against the comparison group.

ii. Hyperactivity-Impulsivity Scores - Teacher version of the study

group are lower after Dance intervention as weighed against the comparison

group.

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iii. Combined Scores – Teacher version of the study group are lower


iv. Inattention Scores – Parent version of the study group are lower


v. Hyperactivity-Impulsivity Scores –Parent version of the study

group are lower after Dance intervention as weighed against the comparison

group.

vi. Combined Scores – Parent version of the study group are lower


3. There is no significant difference between the effects of music and of dance

interventions.

Hence:

i. Inattention Scores – Teacher version are not different for the

Dance and Music Intervention groups.

ii. Hyperactivity-Impulsivity Scores – Teacher version are not

different for the Dance and Music Intervention groups.

iii. Combined Scores – Teacher version are not different for the Dance

and Music Intervention groups.

iv. Inattention Scores – Parent version are not different for the Dance


v. Hyperactivity-Impulsivity Scores – Parent version are not different

for the Dance and Music Intervention groups.

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vi. Combined Scores – Parent version are not different for the Dance


4. There is no significant difference between the pre-intervention and post-

intervention ratings of the comparison group.

Hence:

i. Inattention Scores – Teacher version are not different for the

pretest and posttest of the comparison group.

ii. Hyperactivity-Impulsivity Scores – Teacher version are not

different for the pretest and posttest of the comparison group.

iii. Combined Scores – Teacher version are not different for the pretest

and posttest of the comparison group.

iv. Inattention Scores – Parent version are not different for the pretest


v. Hyperactivity-Impulsivity Scores – Parent version are not different

for the pretest and posttest of the comparison group.

vi. Combined Scores – Parent version are not different for the pretest


The subjects for the study consisted of 90 boys from English medium schools

in the age range of 10 to 12 years. They were from middle-class families and

lived with both parents. The parents of the subjects were well-versed in

English and none of the subjects were being medicated for ADHD at the time

91

of the research. The boys were initially identified by their respective class

teachers following which the parent version of the test was administered to the

subjects’ parents, so as to obtain a delineation of home and school behavior.

The participants were randomly assigned to either, the Music intervention

group, the Dance intervention group or the Comparison group. Thus, there

were 30 subjects in each group. Both the intervention groups participated in

30 sessions of Music and Dance respectively, over a period of 6 weeks

approximately after which all the groups were tested again.

Keeping in mind the hypotheses and the objectives of the study ANCOVA

was carried out with the obtained data, which revealed significant differences

between the comparison group and the music and dance intervention groups.

6.3 CONCLUSIONS

The conclusions drawn from this study were:

1. Music intervention significantly reduced ADHD scores derived from



2. Dance intervention significantly reduced ADHD scores of the teachers’ as

well as parents’ ratings of the study group weighed against that of the

comparison group.

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3. There was no significant difference between the results of music and dance

interventions.

4. There is no significant difference between the pre-intervention and post-

intervention scores of the comparison group except for the Inattention Parents

subscale which showed an increase at the time of the posttest.

6.4 LIMITATIONS OF THE STUDY

Due to unavailability of resources, the study is not as exhaustive as it

could have been, hence has its share of limitations, which are listed below:

1. The sample was restricted to only boys, hence no comparison or

generalization in terms of gender is possible. As ADHD is more rampant

among the male population, identifying male subjects was relatively easier.

However, future research using female subjects is a requisite.

2. The effect of the therapist variable could not be studied as there was only

one therapist who worked with both the intervention groups. It would be

interesting to study, if different therapists or therapists of different genders

would have yielded varying results.

3. Though a cursory attempt at obtaining case histories of the subjects was

made, it was by no means sufficient. Moreover, regular meetings and

feedback from both parents and teachers would have painted a more lucid

picture of the progress of the interventions as well as the history of the child.

93

This is important so as to formulate a more tailor-made intervention program

for the child.

4. There were no follow ups to ascertain if the obtained results were sustained

and if they were for how long. The sample consisted of school going boys,

after the treatment period, as the schools were pressed for time, and were not

able to accommodate any research follow ups due to the strict Zilla Parishad

time table and it was arduous to follow up with such a large group outside of

school.

6.5 SUGGESTIONS FOR FUTURE RESEARCH

In order to be able to generalize across populations, the study could

be replicated with different age levels and genders. This would provide a

deeper understanding of the effectiveness of Music and Dance in the

emancipation of ADHD symptoms.

As mentioned earlier, studying the therapist variable would be of

interest, as this could determine the effectiveness of the treatment. If

confounding is observed, it would better help to plan treatment alternatives

for children based on gender. Also, patient identification with the therapist

can be studied.

This study concerned itself only with reduction of ADHD symptoms,

however, in the course of research it was observed that ADHD associated

problems, like peer acceptance and academic achievement were positively

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affected. Hence, it would be worth while to study in detail the kind of effects

Music and Dance interventions would have on ADHD associated

complications, like peer acceptance, academic achievement, and disorders

that accompany ADHD.

Given the nature and constraints of the study an in depth qualitative

study was not possible. Qualitative analysis could have thrown light on

several factors that may have had an effect on the outcome. For instance,

would the subject being musically inclined, have a bearing on the outcome?

Hence a study, taking into account the preferences of the subjects would be of

use to provide a better tailor-made therapy.

National Institute of Mental Health (2000) conducted a study with

combined treatments that had positive results. The results of the present study

demonstrate the efficacy of music and dance intervention independently.

However, the effects of these interventions along with traditional existing

therapies can be explored.

Art based interventions seem to hold a lot of promise, especially for

children and those adults that are looking for alternative treatment options.

Hence research with other disorders like autism, mental retardation,

depression etc. should be carried out. Moreover, since they are in their

nascent stage any research at this point will simply add to the existing body of

knowledge and will not be redundant.

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APPENDICES

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CHAPTER SIX RESUMÉ 6.1 INTRODUCTION 6.2 SUMMARY 6.3...

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