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Baumeister, Roy F.; Jones, Edward E. (1978). When self-presentation is constrained by the target's knowledge: Consistency and compensation. Journal of Personality and Social Psychology, Vol 36(6), Jun 1978, 608-618.

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Article

Situation of Organizing Musical Activities to Limit Stereotyping Behavior in 5-6 Year ASD Children at Special Education Centers in Hanoi, Vietnam

1Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam

2National College for Education, Hanoi, Vietnam


American Journal of Educational Research. 2018, Vol. 6 No. 10, 1365-1371
DOI: 10.12691/education-6-10-5
Copyright © 2018 Science and Education Publishing

Cite this paper:
Hoang Thi Kim Phuong, Do Thi Thao, Dang Loc Tho. Situation of Organizing Musical Activities to Limit Stereotyping Behavior in 5-6 Year ASD Children at Special Education Centers in Hanoi, Vietnam. American Journal of Educational Research. 2018; 6(10):1365-1371. doi: 10.12691/education-6-10-5.

Correspondence to: Do  Thi Thao, Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam. Email: thaodt@hnue.edu.vn

Abstract

This article aims to assess the current state of musical activity in limiting stereotypical behavior in 5- to 6-year-old ASD in some special education centers in Hanoi, Vietnam. A number of lessons for teachers in organizing musical activities for ASD children will be discussed. The results of theoretical and practical research indicate that: 1) stereotype behavior has a significant impact on play, learning and social participation in ASD children; 2) Music is the pathway to the emotional world of children, the appropriate use of music will help ASD children to reconcile emotions and reduce stereotyped stereotype; 3) Organizing music activities not only helps children to focus attention, helps children relax, increases calm, but also helps children improve interpersonal skills, group activities as well as language development. speech, body and behavior; 4) The process of organizing musical activities of teachers and parents for ASD children has not had a consistent, clear process as well as coordination among stakeholders has not really tight. Consequently, educators need to continue to research and propose appropriate measures and procedures for organizing appropriate music activities for teachers and parents, which is needed in young ASD intervention centers.

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