Date of Award

Summer 9-15-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Educational Studies

First Advisor

Dr. Caroline Heller

Second Advisor

Dr. Barbara Govendo

Third Advisor

Dr. Rhoda Bernard

Abstract

The relationship between music and language has long fascinated scholars and educators. Observational and experimental research has yielded evidence of music’s positive impact on language development. However, research has largely focused on individuals who primarily use speech to communicate. Individuals with complex communication needs (CCNs), who use augmentative and alternative communication (AAC) to communicate, are underrepresented in the literature.

Purpose: The primary purpose of this study is to gain a deeper understanding of the relationship between language development and musical skill development in individuals with complex communication needs using alternative assessment tools: the Communication Matrix (CM; i.e., language) and the Sounds of Intent (SOI) framework (i.e., music). The secondary purpose is to gather information on the experiences that speech pathologists and music educators have with interprofessional practice in public school settings.

Method: A mixed-methods approach was used. Quantitative results from the CM and SOI framework were analyzed using descriptive and inferential statistics. Qualitative results from semi-structured interviews conducted with music educators and speech pathologists were analyzed using a grounded theory approach.

Results: Thirty-one students, ages 7–19 with CCNs, participated in the study. A CM and SOI framework was completed for each student and analyzed using descriptive and inferential statistics, which revealed a strong, positive relationship between language development and musical skill development in the student participant cohort. One-way ANOVA and mean comparison tests performed on three groups of communicators (i.e., speech, speech and AAC, and AAC only) showed more significant differences in performance on language skills than on musical skills within the three groups. Semi-structured interviews with three music educators and four speech pathologists revealed themes relating to their backgrounds, current practices, experiences with interprofessional practice, and their acquisition of skills needed to address the needs of the students with CCNs.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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