Summary: Objective: This investigation aimed to determine the impact music with joint action routines have on the expressive vocabulary production of single words in preschool-aged children. Specifically, compared to the use of joint action routines alone. Method: This ABAB Single Case Design investigation included three preschool-aged participants. The dependent variable was the production of single words. The independent variable was the presentation of music combined with joint action routines. The sessions were 30-minute individual sessions. Participants attended three baseline and six withdrawal sessions of therapy without music. They attended six sessions of therapy with music for both B phases. Results: All participants achieved a stable baseline and upon initiation of the intervention, showed accelerating trends. The percent of non-overlapping data (PND) of more than 80% for all participants indicates an effective intervention. Upon withdrawal of the intervention, Participants 2 and 3 showed an immediate decelerating trend, while Participant 1 showed a delayed decelerating trend. All participants produced an immediate increase in vocabulary use, with the data accelerating when intervention was re-introduced. Conclusion: Results support the use of a combination of music and joint action routines to increase single-word production in children with expressive vocabulary delay. Future research might examine the effects of extending the amount of time music is included in intervention.
