making connections through music · 2019. 11. 10. · –learning – abcs, phone number, body...
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Making Connections Through Music
Leanne Belasco, MS, MT-BC
Director of Music Therapy - Levine Music
Diamonds Conference - March 8, 2014
Why Music?
• How do we respond to music:
– Movement – dancing, swaying, tapping
– Mood – calming, alerting, energizing, focus
– Language – singing, vocalizing, vocabulary expansion
– Learning – ABCs, phone number, body parts
– Creating – playing instruments, singing
– Anything else?
Why Music?
• Music… – Is a non-threatening medium – Provides multi-sensory input – Is highly motivating and provides instant feedback – Is processed in both hemispheres of the brain – Can affect change in mood states – Elicits physiological changes – Is adaptable and success oriented to best meet the
needs of the individual – Inherently structured and organized – Resembles language – Is truly the “Universal Language”
Why Music?
• Music and biological functioning
– Heart rate, respiration, blood pressure, suck reflex in infants
– Entrainment and the isoprinciple
Music therapy
• What is music therapy?
• Where can you find a music therapist?
• What do you work on in music therapy sessions?
• How are goals accomplished?
• Neurologic music therapy for individuals with neurologic impairments
Music
Physiological
Motor Skills
Cognition
Academics
Social Skills Psychological
Emotional
Communi-cation
Music & physiology
• Motor skills
– Gross motor
• Range of motion, endurance, strength
• Movement with music (marching, jumping, dancing)
• Learning dance steps
• NMT – gait training; range of motion exercises
– Fine motor
• Grasp, dexterity, flexibility, strength
• Playing instruments – mallet percussion, piano, guitar
Music & physiology
• Motor skills – Coordination and Motor Planning
• Crossing the midline
• Bilateral movements
• Jumping
• Multiple step directions
• Sequences
• Physiological responses to music – Heart rate, respiration, blood pressure, etc.
Music & Cognition
– Pre-academic Skills
• Colors, numbers, letters, counting, labeling, etc.
• Prescriptive songwriting
• Movement and Music
• Instrument playing
– Academic concepts
• Reading, math, etc.
• Music as a mnemonic device
• Specifically designed music interventions
Music & cognition
– Memory
• Short term and long term memory
• Music as a mnemonic device
– Attention
• Increasing and sustaining attention, divided attention
• Improvisation exercises
• Instrument playing – learning an instrument
• Motivation through preferred music
Music & Social Skills
• Conversation skills, taking turns, problem solving skills, teamwork, initiation, engagement, etc.
• Music is naturally social
• Group music making – Singing, instruments, movement
• Individual sessions target foundational skills for mastery before engaging in a group.
– Prescriptive song writing
– Role playing
– Nonverbal interaction with instruments
Music & Emotion
• Adjusting mood states, increasing flexibility and tolerance for change, coping skills for anxiety or anger, increasing self-expression, building confidence and self-esteem
• Improvisation
• Lyric analysis
• Songwriting
• Learning an instrument
Music & Communication
– Speech skills – articulation, fluency
• Vocal exercises
• Singing
• Prescriptive songwriting
– Expressive or receptive language
• Following directions in a song
• Increasing use of verbal language
Music & Communication
– Communication – turn taking, social skills, nonverbal skills, listening
• Prescriptive songwriting
• Role playing
• Group music making – structured or improvised
My child and music
• Is my child appropriate for music therapy services? – No prerequisite skills needed – Assessment process
• Location of services – Private music therapy – IEP services
• Types of services – Individual – Group – Consultation
Questions?
• Contact information:
Leanne Belasco, MS, MT-BC
Certified Neurologic Music Therapist
Director of Music Therapy - Levine Music
(202) 686-8000 ext. 1103
www.levinemusic.org
References
• American Music Therapy Association. (2007). Autism spectrum disorders: Music therapy research and evidence based practice support. Retrieved January 22, 2014, from http://www.musictherapy.org/
• American Music Therapy Association. (2007). Special Education: Music Therapy Research and Evidence-Based
Practice Support. Retrieved January 22, 2014, from http://www.musictherapy.org/ • Braithwaite, M., & J. Sigafoos (1998). Effects of social versus musical antecedents on communication
responsiveness in five children with developmental disabilities. Journal of Music Therapy, 35(2), 88–104. • Bryan, T., Sullivan-Burstein, K., & Mathur, S., (1998). The influence of affect on social-information processing.
Journal of Learning Disabilities, 31(5), 418-426. • Buday, E. M. (1995). The effects of signed and spoken words taught with music on sign and speech imitation by
children with autism. Journal of Music Therapy, 32(3), 189–202. • Claussen, D., & Thaut, M. (1997). Music as a mnemonic device for children with learning disabilities. Canadian
Journal of Music Therapy, 5, 55–66. • Colwell, C. M. (1994). Therapeutic applications of music in the whole language kindergarten. Journal of Music
Therapy, 31(4), 238–247. • Edgerton, C. (1994). The effect of improvisational music therapy on the communicative behaviors of autistic
children. Journal of Music Therapy, 21(1), 31–62. • Peterson, D. A., Thaut, M. H., Sena, K. M., O’Shea, G., & McIntosh, G. C. (2005). Music modulates neural
network synchronizations in verbal learning. Proceedings Society for Neuroscience. 192.20. • Rainey Perry, M. M. (2003). Relating improvisational music therapy with severely and multiply disabled children
to communication development. Journal of Music Therapy, 40(3), 227–246.
references
• Register, D. (2001). The effects of an early intervention music curriculum on pre-reading/ writing. Journal of Music Therapy, 38(3), 239–248.
• Standley, J. M. (1996). A meta-analysis on the effects of music as reinforcement for education/therapy objectives. Journal of Research in Music Education, 44(2), 105–133.
• Standley, J., & Hughes, J. (1997). Evaluation of an early intervention music curriculum for enhancing pre-reading/writing skills. Music Therapy Perspectives, 15, 79–86.
• Thaut, M.H. (1999). Training manual for neurologic music therapy. Fort Collins, CO: Center for Biomedical Research in Music.
• Thaut, M. H., Hurt, C. P., Dragan, D., & McIntosh, G. C. (1998). Rhythmic entrainment of gait patterns in children with cerebral palsy. Developmental Medicine and Child Neurology, 40(78), 15.
• Thaut, M. H., Peterson, D. A., & McIntosh, G. C. (2005). Temporal entrainment of cognitive function: Musical mnemonics induce brain plasticity and oscillatory synchrony in neural networks underlying memory. Annals of the New York Academy of Sciences, 1060, 243–254.
• Ulfarsdottir, L., & Erwin, P. (1999). The influence of music on social cognitive skills. The Arts in Psychotherapy, 26(2), 81-84.
• Whipple, J. (2004). Music in intervention for children and adolescents with autism: A meta-analysis. Journal of Music Therapy, 41(2), 90–106. (Listed in Database of Abstracts of Reviews of Effects produced by the Centre for Reviews and Dissemination, 2007.)
• Wigram, T. (2002). Indications in music therapy. British Journal of Music Therapy, 16(1), 11–28. • Wolfe, D., & Hom, C. (1993). Use of melodies as structural prompts for learning and retention of sequential
verbal information by preschool students. Journal of Music Therapy, 30(2), 100–118.