As a Music Therapist and a Music Educator, I find myself drawn to articles written by music educators concerning students with disabilities in their classroom. Although music therapy is a related service under IDEA, many school districts do not employ music therapists to work with their special needs students. Often music educators are left to grapple with the how to teach these students with varying levels of training and experience.
Have you ever been able to tell something was wrong with someone just by watching his or her gait? Your gait is your stride, how long a step you take, plus whether you go from heel to toe and whether your toes stay straight or tend to go in or out. You also look at the tempo or speed at which they walk, and the rhythm created in their step. These characteristics are just what a group of researchers studied with two groups of older adolescents and young adults. One group, classified as “typically developing” and the other group, classified as on the Autism Spectrum Disorder (ASD) with severe communication disorders.
I had a lady come up to me today after my choir concert and share that she had a young daughter who has autism. She asked me if I had ever heard of a certain school in the area that specializes in students with developmental disabilities. I told her about my choir program for the older students. (I conducted a pilot program creating a choir with three classrooms, which serve older students.) She smiled and said her daughter loved music and wondered how she could get music therapy. I shared some information with her on how to contact the company I work for and see if her daughter could receive individual services. I truly hope she will follow up since she smiled as she told me what happens when her daughter hears music.
The author of this study noted that there is past research that supports the idea that a responsive parenting style and synchronous parent-child interactions have a positive effect on child development in language, cognitive, and social-emotional areas. Responsive parenting is defined as “the ways parents respond to their children’s needs and signals with sensitivity, warmth, and acceptance.” The parent’s ability to accurately recognize, understand, and interpret their child’s communication through behavior or verbal communication is one of the key factors involved in this successful type of parent-child relationship.
You may have heard about music therapy for individuals or groups, but have you ever wondered if music therapy could work for families? Michael Silverman’s article “Effects of Family-Based Educational Music Therapy on Acute Psychiatric Patients and their Family Member: An Exploratory Mixed-Methods Study,” explores music therapy in a family based setting for psychiatric patients. As the length of inpatient psychiatric stays are decreasing, the care and support provided by families for their loved ones are increasing. Education groups and therapy groups have been successful for families struggling with a mental health diagnosis of a loved one. These types of education groups, or psychoeducation, groups can help decrease stressors involving communication, interactions, and coping within the family environment.
This article was written as a report on a three year pilot music therapy program that was started in Australia. The aim of the project was to provide short-term music therapy to families in communities where access to other services may be limited. The music therapy program was named Sing & Grow, and focused on building upon parents’ ability to relate to and respond to their child’s emotional and developmental needs. It specifically targeted families with children ages three and under.
Almost everyone has seen a baby light up when listening to or experiencing music. Ever wonder if recorded music or live music is better for babies? Grunkstiene, Buinauskiene, Uloziene, and Markuniene looked into the effects of live and recorded music on stable, premature babies. Preterm infants are sensitive and can be overstimulated easily. Music is a way to appropriately stimulate these infants in a safe way. This can help stimulate healthy development and improve their vitals (such as heart rate and oxygen levels) while also decreasing stress or pain during procedures. When vitals are improves and stress is decreased, the infant has more energy to grow and mature.
Functional MRI (Magnetic Resonance Imaging) and DTI (Diffusion Tensor Imaging) can give us pictures of what happens to children’s brains when comparing speech vs. song activity. Researchers Lai, Pantazatos, Schneider and Hirsch (2012) looked at the neural systems for speech and song in children with autism compared to typically developing children. The results showed that “functional systems that process speech and song were more effectively engaged for song than speech” (p. 961). Knowing that music activates more areas of the brain than speech, this finding is not surprising.
This article outlines a case study performed by researchers to find the effect of using embedded song interventions compared to verbal instruction of a 5-year-old boy diagnosed with Autism. The researchers noted that in our culture independence is highly valued by young individuals as well as for adults who provide care for them. For children with Autism, independent self-care can be inhibited by a number of factors such as motivation and meaning to the individual, habits and performance patterns, communication deficits, sensory processing, and variability of performance. These factors can lead to adults parenting or working with children with Autism maintaining their caregiver role during self-care tasks for longer periods of time than those working with typically developing children.
Individuals with Autism Spectrum Disorder (ASD) have many challenges. Most of us think about their awkwardness in social settings. Those with severe ASD may not be able to talk or only communicate through an Augmentative & Alternative Communication (AAC) device. Some use Ipads, which have special applications that assist with communication.
Perhaps you have heard about how music therapy can be successful with children/adolescents with behavioral and emotional problems, but do we know how effective the treatment can be? Many adolescents suffer from anxiety, depression, or other mental disorders that cause social, emotional, and behavioral problems. If not dealt with, these problems and behaviors will continue into adulthood. Music therapy has become a more recognized treatment for these individuals (especially because of their natural enjoyment of music), but studies lack in how effective the intervention can be. In “Music Therapy for Children and Adolescents with Behavioural and Emotional Problems: A Randomized Controlled Trial”, Porter, et al. attempted to find out just that.
Most consider the survey as one of the best ways to determine what trends are developing and how professionals deal with change. Knowing that the public, professionals and families focus much attention on Autism Spectrum Disorder (ASD), researchers asked what clinical practices and training needs exist for music therapists working with this specific population. Most recently, media releases say that 1 in 88 individuals (different statistics for males versus females) receive a diagnosis of ASD. Kern, Rivera, Chandler and Humpal (2013) took the opportunity to ask 328 professional music therapists from the American Music Therapy Association questions regarding their involvement in working with individuals diagnosed with this disorder. Researchers needed to find out how many worked with individuals with ASD, but wanted them to answer questions about assessment, clinical goals, approaches and techniques used to treat these individuals. Examining these key areas helps “evaluate the status of music therapy practices…, the implementation of national ASD standards and guidelines, the awareness of recent developments and training needs of music therapists” (p. 274).
Have you ever wondered if music therapy can help your child with behavioral difficulties? Some diagnoses (such as autism, ADHD, developmental disabilities, bipolar disorder, etc.) may come with emotional or behavioral problems that can be hard for family to deal with or manage. To date, not many large based studies address how effective music therapy can be for this population. However, Porter et al have launched a large, random control trial study “Music in mind, a randomized controlled trial of music therapy for young people with behavioural and emotional problems: study protocol.”
As a music therapist, my job is to make sure that my client/patient can participate in music making, as this is often one of the main goals of my sessions. Neuroscience research is showing us just how active the brain is when an individual is participating in the music making process. Those that attend a concert and see music presented are not as involved as those participating. Music educator Matthew D. Thibeault stated in his article entitled “Music Education for All through Participatory Ensembles” which makes a valid point for music educators to create ensembles for everyone because participation maximizes enjoyment and focus.
Most of us would agree that music and emotion go together. What I know from personal experience is that for one person a song may have a strong emotional attachment, but for another person, the same song may not mean anything to them. The emotional attachment may be related to past events in a person’s life and therefore it “speaks” to that person completely different from the next person.
Quality of life has become more and more of a focus in care of individuals with Dementia. Many articles or studies have shown that music therapy can help quality of life for many people, but how exactly does it help individuals with varying levels of Dementia? In the study “Effect of Group Music Therapy on Quality of Life, Affect, and Participation in People with Varying Levels of Dementia”, researchers attempted to find out why music therapy is effective for Dementia.
I know many people who can work while music is playing or just enjoy having music on in the background when they are at home, in the car or working. When I use to teach school, the teachers would turn on their radios while they worked on lesson plans. Because I was the music teacher, you would think I would do the same thing. Actually, I sat in silence in my classroom and only turned on music if I wanted to listen to a song briefly that I wanted to use for the next week. I could think better if I had silence because my ears needed a break from music. Friends have told me they can think clearer or work faster if they have music playing. To this day, I do not understand that. As I write this post, I am hoping that it will be quiet while I finish working.
Music can help soothe symptoms related to medical procedures or diagnoses, but can it help the deeper issues that come with a serious medical diagnosis? Potvin, Bradt, and Kesslick looked into symptoms management and the underlying issues in their research article, “Expanding Perspective on Music Therapy for Symptom Management in Cancer Care.”
What happens in our brain when we listen to a familiar song or piece of music? Is it the same for everyone? I know for me, a familiar song may bring back a certain memory or I start singing along because I just cannot help it! For many, an emotional connection triggers endorphins, which are hormones that help you feel good. I’ve had patients at the beginning of a session tell me that they “do not feel that great”, then after we sing and/or play a familiar song of theirs, I ask again and get a different answer. Sometimes their pain is less or they just “feel better.”
Many adults suffer silently with chronic mental illness. In fact, according to The National Institutes of Mental Health about 4.1% of the population suffer from serious, ongoing mental illness. Unfortunately the current health system focuses on stabilization of the most acute symptoms. However, in order to return to a functional daily life much more treatment is needed. Music therapy, along with counseling, medication, and other treatments, can help ease symptoms of mental illness and assist in integrating these individuals into the community.
If you are familiar with music therapy, you may know that sessions usually happen one on one with a music therapist or within a context of a group with like peers. But can music therapy be used to explore outside relationships within the therapeutic setting? Steve Cobbett, of the United Kingdom, describes some of his music therapy work in the article, “Context and Relationships: Using the systemic approach with music therapy in work with children, adolescents, and their families.”
According to Webster’s online dictionary meta-analysis is a systematic review of the literature, which “involves pooling the data and using the pooled data to test the effectiveness of the results” (www.merriam-webster.com). Researchers use this device to evaluate what research has been done on a particular subject or research question to ask if what is available helps answer the question or gives sufficient results to come to a conclusion. Research on the subject of Autism Spectrum Disorders and the therapies that seek to help those with ASD are vast. Srinivasan and Bhat (2013) wanted to discover what research explored music and movement therapies for children with ASD. They found that so much literature exists regarding communication and social deficits, but found little on music and movement.
Ever wondered what support children receive in foster care? Music therapy can be one of the therapies supporting children in foster care! Often these children have experienced trauma that they have trouble verbally expressing, but may be able to express themselves through music. In this article, the researcher tells a story of John, a thirteen year old boy in foster care.
Many people remember listening to music as a teenager and thinking “This song totally describes how I am feeling!” But was there ever a time that a lot of these songs were sad? Ever wonder if listening to sad songs is good or bad for you? Sachs, Damasio, and Habibi attempted to find this out in “The Pleasures of Sad Music: A Systematic Review.” The researchers found that actual sadness and musical sadness are processed in different parts of the brain. Felt, or actual, sadness is processed in the emotional center of the brain while evaluating musical sadness is processed in the lower parts of the brain and the lower auditory, or hearing, part of the brain.
