The Effects of Rhythm-based Music Interventions on Auditory Attention in Slow Learners

This study examined the effects of a rhythm-based music intervention on auditory attention in elementary school-aged slow learners. Four students, identified as slow learners by the local education authority and enrolled in grades 4 to 6, participated in six individual music intervention sessions, each lasting 40 minutes and held weekly. The intervention program was designed to enhance attentional accuracy, speed, and balance, and included activities focusing on rhythm entrainment, response speed, and selective attention. Changes in auditory attention were measured using pre- and post-intervention auditory attention tests (KAT) and MIDI-based rhythm tasks. Results indicated that all participants demonstrated improved scores on the KAT, particularly with consistent reductions in omission errors. In the MIDI-based rhythm tasks, most participants demonstrated improved attentional accuracy regardless of the rhythm entrainment tempo. In terms of attentional speed, response times to target stimuli were faster in the post-test compared to the pre-test, and attentional balance also improved, as indicated by a reduction in omission errors. This study is meaningful as it suggests the potential applicability of rhythm-based interventions for improving auditory attention in slow learners and provides an in-depth analysis of their music-related auditory responses.