The Power of Music as a Therapeutic Tool. Presented by Marlene Sotelo, EdD, BCBA-D, MT-BC Program Director Els for Autism Foundation

Transcription

1 The Power of Music as a Therapeutic Tool Presented by Marlene Sotelo, EdD, BCBA-D, MT-BC Program Director Els for Autism Foundation

2 Why use music? Music stimulates the brain on many levels! (Peterson & Thaut, 2007) Music making is a multisensory experience, activating links to several parts of the brain (Gottfried Schlaug, Associate Professor of neurology at Harvard Medical School)

3 Why use music? Music can provide powerful triggers for memory and recall!

4 Why use music? Music can accelerate the learning process & improve comprehension!

5 Why use music? Music and movement improve the development of thinking skills!

6 Why use music? Music helps students process and understand important concepts!

7 Why use music? Music affects self-esteem and may have a profound effect on emotions and behavior. (Hendon & Bohon, 2008)

8 The Power of Music in Everyday Experiences Video games Music videos Mp3 players Cell phone ringers Music based TV shows Music is a central part of life for many students and may serve as a vehicle for self-expression and emotional release. (Campbell, Connell, & Beegle, 2007) Approximately 90% of students listen to music on a daily basis (Klefer, 2004), while many play a musical instrument.

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12 Why use Music with special needs students? Music is a form of social routine and encourages individuals to take turns. It fosters responsiveness in individuals who are hard to engage. Due to its repetitious nature, individuals quickly learn to recognize a tune, anticipate what s coming next or request that an activity continue

13 Individuals respond to rhythm and intonation before they understand language. Underlying both music and spoken language are tone patterns, stress, and rhythm.

14 Music can be used to encourage vocal play as well as practice of words and phrases-this is especially helpful for individuals who have minimal speech due to oral motor disabilities such as apraxia.

15 cont... Music often has a physical component such as moving the body or making physical contact with another person. Lyrics help language comprehension. When a familiar song is sung repetitively in a daily context, it helps the individual associate key words with people, objects, and events. Participation in music can be nonverbal, reducing the emphasis on talking.

16 Music is a universal language and can be used in a nonthreatening setting to help in developing relationships, learning academics, developing self-expression, communication, social skills, and both gross and fine motor skills. (Jane Barrow-Moore, 2007; Masters Thesis on The effects of music therapy on the social behavior of children with autism )

17 Using music for academic goals and school readiness skills

18 Sample Goals: Pre-Academics Grant will take turns using a shared musical instrument with one peer for 2 exchanges in 4 out of 5 opportunities. Grant will answer yes/no questions ( Do you want the?) 2 x s per group 80% of the time. Grant will request a preferred instrument/song/activity using a preferred mode of communication using a 2 word combination (my, want, more ) in 4 out of 5 opportunities. Grant will follow 1 step action commands ( give me, get the, stand by, etc.) as stated by the teacher given a gestural prompt 80% of opportunities.

19 Sample Goals: Academics Grant will independently read sight words at a primer level when presented within preferred song lyrics. Grant will identify basic parts of speech (nouns & verbs) in preferred song lyrics. Grant will name 50 states of the USA by singing the state song with 80% accuracy. Grant will answer basic wh questions of songs after reading and singing the lyrics with 80% accuracy.

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22 Music Instruction

23 Goals of Music Instruction: Auditory and visual tracking Eye-hand coordination Extended visual and mental attention Bilateral arm and finger coordination Sequential memory and recall Abstract information processing Anticipating and planning ahead Accomplishment and self esteem Self-discipline Berger, D.S. (2002) Music therapy, sensory integration, and the autistic child. Philadelphia, PA: Jessica Kingsley.

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25 Music Resources:

26 Music Resources Higher-Learning

27 References: Catalogs West Music : Nellie Edge Read and Sing Big Books: Educational Record Center: Big Kids Videos and CD s: Creative Arts Therapy and General Education Music: MMB Music, Prelude Music: 60 Beats per minute by Gary Lamb: Intelli-tunes: