Making Connections Through Music

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1 Making Connections Through Music Leanne Belasco, MS, MT-BC Director of Music Therapy - Levine Music Diamonds Conference - March 8, 2014

2 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?

3 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

4 Why Music? Music and biological functioning Heart rate, respiration, blood pressure, suck reflex in infants Entrainment and the isoprinciple

5 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

6 Physiological Motor Skills Communication Cognition Academics Music Psychological Emotional Social Skills

7 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

8 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.

9 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

10 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

11 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

12 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

13 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

14 Music & Communication Communication turn taking, social skills, nonverbal skills, listening Prescriptive songwriting Role playing Group music making structured or improvised

15 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

16 Questions? Contact information: Leanne Belasco, MS, MT-BC Certified Neurologic Music Therapist Director of Music Therapy - Levine Music lbelasco@levinemusic.org (202) ext

17 References American Music Therapy Association. (2007). Autism spectrum disorders: Music therapy research and evidence based practice support. Retrieved January 22, 2014, from American Music Therapy Association. (2007). Special Education: Music Therapy Research and Evidence-Based Practice Support. Retrieved January 22, 2014, from 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), Bryan, T., Sullivan-Burstein, K., & Mathur, S., (1998). The influence of affect on social-information processing. Journal of Learning Disabilities, 31(5), 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), Claussen, D., & Thaut, M. (1997). Music as a mnemonic device for children with learning disabilities. Canadian Journal of Music Therapy, 5, Colwell, C. M. (1994). Therapeutic applications of music in the whole language kindergarten. Journal of Music Therapy, 31(4), Edgerton, C. (1994). The effect of improvisational music therapy on the communicative behaviors of autistic children. Journal of Music Therapy, 21(1), 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 Rainey Perry, M. M. (2003). Relating improvisational music therapy with severely and multiply disabled children to communication development. Journal of Music Therapy, 40(3),

18 references Register, D. (2001). The effects of an early intervention music curriculum on pre-reading/ writing. Journal of Music Therapy, 38(3), 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), Standley, J., & Hughes, J. (1997). Evaluation of an early intervention music curriculum for enhancing prereading/writing skills. Music Therapy Perspectives, 15, 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, Ulfarsdottir, L., & Erwin, P. (1999). The influence of music on social cognitive skills. The Arts in Psychotherapy, 26(2), Whipple, J. (2004). Music in intervention for children and adolescents with autism: A meta-analysis. Journal of Music Therapy, 41(2), (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), 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),

Trauma & Treatment: Neurologic Music Therapy and Functional Brain Changes. Suzanne Oliver, MT-BC, NMT Fellow Ezequiel Bautista, MT-BC, NMT

Trauma & Treatment: Neurologic Music Therapy and Functional Brain Changes Suzanne Oliver, MT-BC, NMT Fellow Ezequiel Bautista, MT-BC, NMT Music Therapy MT-BC Music Therapist - Board Certified Certification