Researchers have suggested a correlation between music and language development (Lamb & Gregory, 1993). Music can be used to engage children, foster communication and self-regulation, and enhance overall learning experiences. Music can also increase listening comprehension, expressive language, attention, and recall (Hill-Clarke & Robinson, 2003). The present investigation focused on the acquisition of spatial concepts, which helps children understand directions clearly and allows them to express their ideas to others. These concepts are also predictors for later success in math and reading. Research suggests that children with language delays who exhibit weaknesses in receptive vocabulary have difficulty learning new words and comprehending oral and written information (Neuman & Dwyer, 2009). The purpose of the investigation was to determine whether the use of music would increase the receptive vocabulary of spatial concepts in children with moderate to severe receptive language impairments compared with a non-music intervention. Visual analysis included assessing the level, trend, and stability of data within and between conditions, determining the slope and percentage of non-overlapping data (PND), and use of the two standard deviation band method. The investigation include three participants ranging from ages 5.6 to 6.0 years old with receptive language impairments. Two concepts were targeted in the investigation: in front and behind. An A-B single-subject experimental design was used to determine whether music improved the acquisition of spatial vocabulary, specifically for the concept: behind compared with non-music conditions. The participants completed ten, 30-minute sessions over a 4-week period. Visual analysis of the music intervention data revealed overall improved performance in comprehension of the spatial concept: behind. All of the participants demonstrated positive changes from pre-test to post-test scores on the concept behind. Intervention data from two participants demonstrated positive therapeutic results. These findings demonstrated that implementing musical activities to address spatial concept vocabulary for young children with receptive language impairments may be beneficial in improving vocabulary skills. Further exploration is needed in the use of evidence-based music interventions for treating young children with language delays specific to basic concepts. Explicit, evidence-based strategies are essential for children to expand vocabulary repertoire for academic success.
