Data Analysis

The objective of the research was to find out whether music therapy can promote communication and socialisation skills for children with CP that illuminate the essential meaning of what was taking place between the child and I during the music therapy sessions. To obtain some themes from the information so that conclusions could be reached, the data was analysed in the following way.

4.6.1 Analysis of clinical notes

To offer an accessible and flexible approach to analysis of qualitative data, thematic analysis seemed an appropriate approach to take in analysing the data for this study. It is a method for identifying, analysing and reporting themes within data. Braun and Clarke have stated that the advantages of a thematic approach are: (i) it allows flexibility, (ii) it is accessible to the researcher with little or no experience of qualitative research, (iii) the results are generally accessible to an educated general public, (iv) it can generate unanticipated insights and (v) it can be useful for producing qualitative analyses suited to informing policy development (Braun & Clarke, 2006). The coding process provided in Richards’ qualitative data handling practical guidelines (Richards, 2009) was used and peer debriefing with a student colleague occurred when the themes and categories had been worked out for each

interview. This was helpful to provide some neutral viewpoint, to challenge assumptions, and to verify ideas that had developed throught the analysis process. A sample of adapted phases of thematic analysis is provided in Map 1 below, and methods outlined:

Map 1: Phases of thematic analysis

Map adapted from (Braun & Clarke, 2006, p. 87)

1. The researcher read the session notes for each child thoroughly and highlighted observations that were relevant to the research questions. 2. These observations were organised into categories.

3. All categories were generated into themes separately for each child. 4. Unrelated findings were noted separately.

5. The organised themes that were found applicable to an individual child were given to a music therapist for peer debriefing.

6. The themes for each child were finalised.

7. Some similar themes used for each child were drawn together in the initial findings.

4.6.2 Interview analysis

The analytic method used for the interviews was similar to the process described for the thematic analysis above. However, the idea of interpreting the categories for the interview data was inspired by the review of Jones’ interviews analysis method (Jones, 2007). The analysis process is described below:

Reading and noting down initial ideas

Generating initial codes

Organising the codes into categories

Producing the report Defining and naming themes Identifying themes Reviewing themes Peer debriefing

1. The interviews were recorded on a voice recorder. At the beginning of each interview transcript, filed notes were written; for instance the time and date of the interview.

2. The interviews were listened to again to arrive at as close a transcript as possible of what the participants had said, and the reaction of the interviewee. ‘Um’ and ‘un hum’ were noted in the transcripts for clear understanding of the interview18.

3. Member checking occurred. The transcripts were shown to the participants for verification. Participants were encouraged to add or delete or change any parts of the transcript they wanted. This process was to ensure they were happy with what was said.

4. The researcher read the transcripts several times and highlighted observations that were relevant to the research questions and participants’ comments and thoughts.

5. These highlighted observations were then reanalysed and organised into categories.

6. Themes were developed through each category.

7. Each sub-category was categorised into a main category.

8. Peer debriefing occurred. This was done with a second-year music therapy student who checked the analysis of themes with original transcripts and offered feedback and commentary. Minor adjustments were made according to the colleagues’ feedback.

9. Themes were finalised.

4.6.3 Analysis of AEPS

This section discusses the changes in the child’s performance before and after the three-month period, and looks into more specific changes in each subcategory. The assessments process was conducted as described below:

1. The assessments were completed by the Conductor of the Centre with present, to provide me with a better understanding of his decisions for scaling the children, and his observations relating to them.

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2. The overall results of the tests for each child were calculated by following the instructions stated in the assessment.

3. To Each subcategory of an individual area was calculated into a percentage so as to give a more precise reading, bring out differences, and allow a more thorough interpretation of the data. To compute the area percent score, the total amount the child gained is divided by the area raw score possible19, then multiply by 100. In order to make the assessment more precise, each subcategory is completed with the same calculation method (see appendix 9).

4. A professional statistics consultant from Victoria University of Wellington was consulted regarding presentation of numeracy data.

5. Visual presentation of data was created to provide a better reading.

6. An easy and understandable explanation of numeracy was given along to the presentation.

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CHAPTER 5: FINDINGS