The Use of Contingent Music in Teaching Social Skills to a Nonverbal, Hyperactive Boy

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Abstract
Three experiments investigated the contingent use of music in teaching social skills to a nonverbal, hyperactive boy. Experiment I employed a multiple baseline design in researching effects of contingent music on appropriate walking. Increases of 20 to 40% of appropriate walking accompanied the successive use of contingent music. Generalization of an approximate 30% increase was also observed in settings without music. Follow-up observations in normal settings (which the child had been previously isolated from) indicated considerably improved walking. Eleven week follow-up in the experimental setting also indicated maintenance of results. Experiment II employed a reversal design in investigating effects of contingent music on appropriate car-riding. Increases in acceptable car-riding of 15–20% repetitively accompanied the contingent use of music. In addition, contingent music combined with Ritalin medication appeared more effective than Ritalin alone in reducing hyperactive behavior. Experiment III demonstrated the utility of a novel remote-control device for rapidly presenting contingent music. The role of music in behavior therapies was discussed in regards to the experiments.

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