本研究主要透過團體音樂育療課程中的各種活動及音樂元素，促進特殊需求幼兒的學習動機，進而提升幼兒的情緒表達及溝通能力的發展。研究目的為：一、探討團體音樂育療課程活動對重度腦性麻痺幼兒發展的適切性。二、探討團體音樂育療課程對發展重度腦性麻痺幼兒正向情緒表達之影響。三、探討團體音樂育療課程對發展重度腦性麻痺幼兒溝通能力之影響。本研究以質性研究及量化數據客觀的分析，採取參與觀察的方式蒐集資料，並以一位就讀於大台中市地區某早療機構中5足歲的參與者為立意取樣之個案，研究教學前入班觀察五次個案之狀況做為研究基礎，進行為期30週，每週一次，每次30分鐘的教學課程。歸納分析資料後獲得之研究結果證明團體音樂育療課程之適切性，不僅能影響重度腦性麻痺幼兒能力的發展、還能夠提昇個案之正向情緒的穩定度及溝通能力表現，課程中對比的音樂元素亦能增進重度腦性麻痺幼兒情緒的調節力及溝通能力。

Through various activities and musical elements of group music educational therapy, the study was aimed to increase the participant’s learning motivation and enhance the development of positive emotional expression and communication skills. The specific purposes of the study were: To discuss the applicability of Group Music Educational Therapy for a young child with severe cerebral palsy; To discuss the effectiveness of Group Music Educational Therapy for the participant on positive emotions and communication skills. Prior to the formal teaching, five observations were taken to obtain the participant’s condition. The methodology of the study used a quantitative analysis to measure validity based on assessment scales used in the observation forms by trained observers and a qualitative study using interviews with classroom teachers and parents. A five years-old participant enrolled in an early intervention center in central Taiwan was selected by purposive sampling to participate in the study. The duration was 30 weeks with 30-minute instructional sessions once a week. The results proved the applicability of Group Music Educational Therapy for the young child with severe cerebral palsy; It was able to improve the participant’s positive emotional stability and communication performance; and the contrastive musical elements was able to enhance the positive emotions and communication abilities of the participant.