The effectiveness of social story interventions presented with Orff Approach in acquisition of musical skills for children with developmentally disabled

The purpose of this study was to examine effectiveness of social story interventions, which was presented with Orff approach, to gain musical skills to developmentally disabled children. The study was conducted with a total of 3 participants, two females and one male, middle schoolers at Istanbul, between the ages of 11-13 years. All participants were inclusive students officially diagnosed as developmentally disabled. The multiple probe design with probe sessions across participants was used in this study. The dependent variable of research was, performing of independently aimed successive musical skills ("playing showed rhytms -quarter, quaver, grouped semiquavers- with tambourine", "singing a song with playing instrument, which is constructed with the rhytms learned by participant" and "playing learnt rhytmic blocks with body percussion") by participants. The independent variable of research was teaching application; which included teaching of musical skills prepared in compliance with Orff approach principles that was introduced with Social Stories. The findings showed that social story applications which prepared in compliance with Orff approach to teach aimed musical skills to develop mentally disabled children were effective. Monitoring session conducted 4 week after the end of teaching sessions, and it was seeen that learned skills were preserved. It was also seen that participants could generalize musical skills that they learnt, with different equipment, different conditions, and to a different person.