Development of the Independence and Self-Regulation in Music Sessions for Adolescents with Developmental Disabilities

<p style="text-align: justify;"><strong>Objectives. </strong>In psycho-educational work with adolescents who have disabilities, the focus lies on fostering independence. This study aims to identify the factors influencing the successful development of self-regulation and independence skills among adolescents with disabilities participating in music classes within the pre-vocational guidance and socialization group at the Center for Curative Pedagogy.</p> <p style="text-align: justify;"><strong>Methods. </strong>Based on an individual and environmental approach, an environment for the development and upbringing of children was developed. Each adolescent was assessed twice a year. We used: participant observation of behavior and activity, neuropsychological and speech therapy examinations. The results were recorded in a Dynamic Observation Card based on the Portage Guide to Early Education, which included sections: social situation, emotional contact, play activity, behavior and interaction, motor skills, sensory sphere, speech and communication, cognitive abilities, self-care skills, and independence skills were assessed using the adapted I.C.A.N. scale (self-care skills, housekeeping, budget, use of money, communication skills with others, use of communication tools, concepts of time, general professional skills). Participants — 11 teenagers (5 girls, 6 boys) 10—15 years old with various developmental disorders, who attended a pre-vocational guidance and socialization group. Music classes were held weekly in a group format.</p> <p style="text-align: justify;"><strong>Results</strong>. After a year of visiting the group, positive changes were recorded among the participants: increased activity, independence, strengthened self-control, etc. A number of factors that determined the positive dynamics were identified and described in detail: providing an accessible method of communication, an individual approach to organizing classes, to the formation of a repertoire, thoughtful organization of interaction between participants, spatiotemporal organization of the environment, diversity of musical and behavioral repertoire.</p> <p style="text-align: justify;"><strong>Conclusions. </strong>Music classes, conducted on the basis of individual and environmental approaches using Alternative Augmentative Communication, allow teenagers with developmental disabilities to be included in the process of general musical activity and have a positive impact on the development of behavior regulation capabilities, increased activity and independence.</p>