%0 Journal Article
%T The Effects of a Drums Alive Kids<sup>®</sup> Beats Intervention vis a vis Behavior on Children with Developmental Delays
%A Carrie Ekins
%A Peter R. Wright
%A Marianne Liebich
%A Jacqueline Wright
%A Henry Schulz
%A Dean Owens
%J Open Journal of Pediatrics
%P 67-74
%@ 2160-8776
%D 2022
%I Scientific Research Publishing
%R 10.4236/ojped.2022.121008
%X The purpose of this study was to determine if the Drums Alive Kids Beats
intervention could improve behavior in children with developmental delays (DD).
The original pilot study that this study on behavior is linked to is titled, ¡°The
Effects of a Drums Alive<sup> </sup><span style=\"font-family:Verdana;\">Kids Beats Intervention on the Physical
Performance and Motor Skills of Children with Developmental Delays,¡± which was
published in the December edition of the Open Journal of Pediatrics (OJPED,
Vol.11 No.4 2021). During the facilitation of said intervention on physical and
motor skills, the facilitators noticed unanticipated improvements in behavior,
both individually and as a community through better awareness, self-control,
self-efficacy, social interaction, and positive energy. Therefore, while
maintaining the integrity of the MOT 4</span><span><span><span style=\"font-family:;\" \"=\"\"> </span></span></span><span style=\"font-family:Verdana;\"><span style=\"font-family:Verdana;\"><span style=\"font-family:Verdana;\">-</span></span></span><span><span><span style=\"font-family:;\" \"=\"\"> </span></span></span><span style=\"font-family:Verdana;\"><span style=\"font-family:Verdana;\"><span style=\"font-family:Verdana;\">6 testing protocols and Drums Alive intervention, a
parallel study was conducted to objectively measure six behavioral domains,
namely, motivation, impulse control, coordination, concentration,
implementation of tasks, and creativity using a self-designed measurement tool
with three elements for each domain that was</span></span></span><span><span><span style=\"font-family:;\" \"=\"\"><span style=\"font-family:Verdana;\"> approved by Dr. Heiner Lagenkamp, Department of Sports and Physical
Activities, Teaching and Research, Ruhr University, Germany. The 20
participants were German students between 5.10 and 10.2 years of age with no
inclusion or exclusion characteristics who were divided into two intervention
groups, IG Kindergarten (IG Kinder) and IG Elementary (IG Elem), with varied
DD, </span><i><span style=\"font-family:Verdana;\">i.e.</span></i><span style=\"font-family:Verdana;\">, transgressive behavior,
ADHD, ADD, autism, anger management, visual acuity, self-control, and
self-esteem. During the MOT 4</span></span></span></span><span><span><span style=\"font-family:;\" \"=\"\"> </span></span></span><span style=\"font-family:Verdana;\"><span style=\"font-family:Verdana;\"><span style=\"font-family:Verdana;\">-</span></span></span><span><span><span style=\"font-family:;\" \"=\"\"> </span></span></span><span
%K Behavior
%K Multidisciplinary
%K Music
%K Movement
%K Drumming
%K Motivation
%K Impulse Control
%K Coordination
%K Concentration
%K Implementation of Tasks
%K Creativity
%K Plasticity
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=115241