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Elizabeth K. Schwartz, LCAT, MT-BC

Knowing why, when, and how to talk with families about the overall development of their child can be a daunting task. This podcast is designed to serve as a guideline for music therapists for initiating or engaging in challenging discussions with parents related to their child’s development.

Resources:

About the Author

Elizabeth K. Schwartz has practiced early childhood music therapy for over 26 years, working with hundreds of children and families through early intervention, pre-school and community groups. She is co-founder and education and training director of Raising Harmony™: Music Therapy for Young Children, home of Sprouting Melodies®. She is the author of Music, Therapy, and Early Childhood: A Developmental Approach and You and Me Makes…We: A Growing Together Songbook. Contact: [email protected]

Suggested Citation:

Schwartz, E. K. (Author). (2014, September 15). Stopping the music: Why, when, and how to discuss developmental concerns with families. Retrieved from www.imagine.musictherapy.biz

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Friederike Haslbeck, Ph.D., DMtG, SFMT

This podcast introduces results of a qualitative study of Creative Music Therapy (CMT) in neonatal care via two case examples. It demonstrates how CMT offers the potential for premature infants to engage in communicative musicality and to empower parents by supporting the quality of interactions with their infant through music.

Resources:

Als, H. (1995). Manual for the naturalistic observation of newborn behavior: Newborn individualized developmental care and assessment program (NIDCAP). Boston: Harvard Medical School.

Bowlby, J. (1979). The making and breaking of affectional bonds. London: Tavistock.

Bruschweiler-Stern, N. (2009). The neonatal moment of meeting – building the dialogue, strengthening the bond. Child and Adolescent Psychiatric Clinics of North America, 18(3), 533–544.

Edwards, J. (2011). The use of music therapy to promote attachment between parents and infants. The Arts in Psychotherapy, 38, 190–195.

Haslbeck, F. (2012). Music therapy for premature infants and their parents: An integrative review. Nordic Journal of Music Therapy, 21(3), 203–226.

Haslbeck, F. B. (2013a). Creative music therapy for premature infants: An analysis of video footage. Nordic Journal of Music Therapy, 23(1), 5–35.

Haslbeck, F. B. (2013b). The interactive potential of creative music therapy with premature infants and their parents: a qualitative analysis. Nordic Journal of Music Therapy, 23(1), 36–70.

Huber, M., Knottnerus, J. A., Green, L., van der Horst, H., Jadad, A. R., Kromhout, D., … Smid, H. (2011). How should we define health? BMJ, 343(jul26_2).

Loewy, J., Stewart, K., Dassler, A. M., Telsey, A., & Homel, P. (2013). The effects of music therapy on vital signs, feeding, and sleep in premature infants. Pediatrics, 131(5), 902-918.

Malloch, S., & Trevarthen, C. (2009). Musicality: Communicating the vitality and interests of life. In S. Malloch & C. Trevarthen (Eds.) Communicative Musicality. Exploring the basics of human campionship, (pp. 01-11). Oxford: Oxford University Press.

MarchofDimes, PMNCH, & Save the Children. (2012). Born too soon: The global action report on preterm birth. In C. P. Howson, M. V Kinney, J. E. Lawn (Eds.), (pp.01-126). Geneva, Switzerland: World Health Organization.

Nordoff, P., & Robbins, C. (1977). Creative music therapy: Individualized treatment for the handicapped child. New York: John Day Company.

Shoemark, H., & Grocke, D. (2010). The markers of interplay between the music therapist and the high risk full term infant. Journal of Music Therapy, XLVII(4), 306–334.

Standley, J. (2012). Music therapy research in the NICU: An updated meta-analysis. Neonatal Netw, 31(5), 311–316.

About the Author:

Friederike Haslbeck is a research fellow and clinical music therapist at the Clinic of Neonatology at the University Hospital Zurich and at the University Hospital Bern, Switzerland. She is a lecturer at the Zurich University of the Arts, Switzerland, at the IMC University of Applied Sciences in Krems, Austria, and at the “Freies Musikzentrum Munich” in Germany. Contact: [email protected]

Suggested Citation:

Halsbeck, F.  (Author). (2014, September 15). Creative music therapy in neonatal care: Supporting communicative musicality from the very beginning. Retrieved from www.imagine.musictherapy.biz

The post Creative Music Therapy in Neonatal Care: Supporting Communicative Musicality From the Very Beginning first appeared on imagine.

Matthew Logan, MA, MT-BC and Rachel See, MA, MT-BC

This podcast discusses practical tips and considerations for co-treating with speech-language pathologists to maximize client outcomes in medical and community settings.

Resources:

American Speech-Language-Hearing Association (ASHA). (n.d.). Standards and implementation procedures for the certificate of clinical competence. Retrieved from http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/

Cohen, N. S. (1994). Speech and song: Implications for therapy. Music Therapy Perspectives, 12(1), 8-14.

Miller, S. (1982). Music therapy for handicapped children: Speech impaired. Project Monograph Series. Washington, DC: National Association for Music Therapy.

Peters, J. S. (2000). Music therapy for individuals who have communication disorders or impairments. In Music therapy: An introduction (2nd ed., pp.170-188). Springfield, IL: Charles C. Thomas Publisher.

Register, D. (2002). Collaboration and consultation: A survey of board certified music therapists. Journal of Music Therapy, 39(4), 305-321.

Rychener-Hobson, M. (2006). The collaboration of music therapy and speech-language pathology in the treatment of neurogenic communication disorders: Part II — Collaborative strategies and scope of practice. Music Therapy Perspectives, 24(2), 66-72.

Zoller, M. (1991). Use of music activities in speech-language therapy. Language, Speech, and Hearing Services in Schools, 22, 272-276.

About the Authors:

Matthew Logan is a pediatric music therapist at the UCSF Benioff Children’s Hospital & Research Center in Oakland, California and specialized in pediatric rehabilitation, oncology, and palliative care. He is the owner of MusicTherapySource.com, APerfectLullaby.com and MTGuitarCoach.com.

Rachel See currently resides in St. Louis, Missouri, where she is a full-time music therapist with the Special School District of St. Louis County. She is the creator of Music Therapy Mailings.com and the co-creator of MusicTherapyEbooks.com. Contact: [email protected]

Suggested Citation:

Logan, M., & See, R. (Authors). (2014, September 15). Co-treating with speech-language pathologists – before, during, and after the session. Retrieved from www.imagine.musictherapy.biz

The post Co-Treating With Speech-Language Pathologists – Before, During, and After the Session first appeared on imagine.

Meredith R. Pizzi, MT-BC

This hands-on podcast shares ideas about using music with parents and young children to enhance the bonds and connections between siblings as families grow.

Resources:

Salmon, C., & Schumann, K. (2011). The secret power of middle children: How middleborns can harness their unexpected and remarkable abilities. New York, NY: Hudson Street Press.

Schwartz, E. (2012). You and Me Makes…We: A growing together songbook. Retrieved from https://raisingharmony.com/shop/you-and-me-makeswe-a-growing-together-songbook/

About the Author:

Meredith Roman Pizzi, MT-BC, is the Co-Founder of Raising Harmony™: Music Therapy for Young Children. As the creator of Sprouting Melodies®, she is passionate about providing community programs that benefit young children and their families. Meredith is also the Founder of Roman Music Therapy Services, a community music therapy agency which focuses on serving children and adults throughout Massachusetts. Contact: [email protected]

Suggested Citation:

Pizzi, M. R. (Author). (2014, September 15). Supporting healthy sibling development with music. Retrieved from www.imagine.musictherapy.biz

The post Supporting Healthy Sibling Development With Music first appeared on imagine.

Bill Matney, M.A., MT-BC

This engaging podcast addresses music-making experiences and simple percussion techniques that can promote child development and family bonding in the home environment.

Resources:

Clair, A.A., & Ebberts, A. (1997). The effects of music therapy on interactions between family caregivers and their care receivers with late stage dementia. Journal of Music Therapy, 34(3), 148-164.

Hibben, J. (1992). Music therapy in the treatment of families with young children. Music Therapy, 11(1), 28-44.

Jacobowitz, R.M. (1992). Music therapy in the short-term pediatric setting: Practical guidelines for the limited time frame. Music Therapy, 11(1), 45-64.

Matney, B. (2007). Tataku: The use of percussion in music therapy. Denton: Sarsen Publishing.

McDonnell, L. (1984). Music therapy with trauma patients and their families on a pediatric service. Music Therapy, 4(1), 55-63.

Miller, E.B. (1994). Musical intervention in family therapy. Music Therapy, 12(2), 39-57.

Mondanaro, J.F. (2008). Music therapy in the psychosocial care of pediatric patients with epilepsy. Music Therapy Perspectives, 26(2), 102-109.

Kalani (2009). All about hand percussion. Van Nuys, CA.: Alfred.

Smeijsters, H., & Storm, H. (1996). Becoming friends with your mother: Techniques of qualitative research illustrated with examples from the short-term treatment of a girl with enuresis. Music Therapy, 14(1), 61-83.

Zerkowski, R.S. (1975). A music-therapy experience with a family group. British Journal of Music Therapy, 6(1), 2-9.

About the Author:

Bill Matney is a music therapist with 11 years of experience in special education, including early childhood education. He is also a percussionist interested in the use of percussion instruments in music therapy. Bill has authored the book Tataku: The Use of Percussion in Music Therapy and co-authored several journal articles on similar topics. Bill is currently working on his doctoral degree in music education/music therapy at the University of Kansas. Contact: [email protected]

Note:

The author is not sponsored by, nor does he endorse any particular percussion instrument brand.

Suggested Citation:

Matney, B. (Author). (2014, September 15). Percussion and drumming: Building family and community. Retrieved from imagine.musictherapy.biz

The post Percussion and Drumming: Building Family and Community first appeared on imagine.

Carol Ann Blank, LCAT, LPC, MMT, MT-BC

Clinical decision making is an important component of providing music therapy interventions. This podcast shares the author’s thoughts about the clinical decisions she makes when working with a mother-child dyad in an individual music therapy setting.

Resources:

Paulnack, K. (2014). Keynote Address. Paper presented at the The Soul of Music–The Spirit of the Adventure, Princeton, NJ.

Sears, W. W. (2007). Music-the therapeutic edge: Readings from William W. Sears. M. S. Sears (Ed.). Gilsum, NH: Barcelona Publishers.

About the Author:

Carol Ann Blank is a doctoral candidate at Drexel University. She also is the Manager of Special Needs Services at Music Together LLC in Princeton, New Jersey. Carol Ann works with children and their families in both group and individual settings. Contact: [email protected]

Suggested Citation:

Blank, C. A. (Author). (2014, September 15). Clinical decision making in music therapy. Retrieved from www.imagine.musictherapy.biz

The post Clinical Decision Making in Music Therapy first appeared on imagine.

Laurel Rosen-Weatherford MM, MT-BC

This follow-up podcast features a 30-minute sing-along that focuses on bringing families together to provide learning opportunities beyond the music therapy session. Musical examples can be implemented in the classroom and the family’s home.

Resources:

Hip Hop ABC by The Big Silly

The Best of Laurie Berkner by Laurie Berkner

About the Author:

Laurel Rosen-Weatherford just completed her seventh year as a school music therapist with the Monroe County Intermediate School District. She has presented various workshops on school music therapy both at the state and national level. Laurel is an adjunct professor at Lourdes University teaching Introduction to Music Therapy for non-music majors and has guest lectured at Western Michigan University, Eastern Michigan University, and the University of Michigan. Laurel currently serves as Vice President of the Michigan Music Therapy Association. Contact: [email protected]

Suggested Citation:

Rosen-Weatherrford, L. (Author). (2014, September 15). Let’s collaborate-A follow up from 2013. Retrieved from www.imagine.musictherapy.biz

The post Let’s Collaborate-A Follow Up Fom 2013 first appeared on imagine.

Kathy Schumacher, MT-BC

The development of phonological awareness is critical for both learning to communicate and to read. This podcast gives an overview of phonological awareness and illustrates how the skill of rhyming can be taught through music. A brief summary of research supporting the use of music for teaching these skills is included.

Resources:

LaGasse, A. B.  (2013). Influence of an external rhythm on oral motor control in children and adults. Journal of Music Therapy, 50(1), 6-24.

Newman, T. M., Macomber, D., Naples, A., Babitz, T., Volkmar, F., & Grigorenko, E. L. (2007). Hyperlexia in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 760-774.

Phillips, B. M., Clancy-Menchetti, J. C., & Lonigan, C. J.  (2008). Successful phonological awareness instruction with preschool children. Topics in Early Childhood Special Education, 28(1), 3-17.

Schumacher, K. (2013). Alphabet Stew and Chocolate Too:  Songs for Developing Phonological Awareness, Literacy, and Communication Skills. Retrieved from www.TunefulTeaching.com

About the Author:

Kathy Schumacher is a music therapist with additional training in Brain Gym, Literacy Link, and sign language. She works in private practice near Oshkosh, Wisconsin. With a focus on reaching children with diverse learning styles and those with an autism spectrum disorder, Kathy is passionate about improving literacy for all children. She has presented on this topic at numerous conferences. Author of Alphabet Stew and Chocolate Too – Songs for Developing Phonological Awareness, Literacy, and Communication Skills, Kathy blogs at www.TunefulTeaching.com. Contact: [email protected]

Suggested Citation:

Schumacher, K. (Author). (2014, September 15). Rhythm, rhyme, and remarkable repetition: An effective foundation for literacy. Retrieved from www.imagine.musictherapy.biz

The post Rhythm, Rhyme and Remarkable Repetition: An Effective Foundation for Literacy first appeared on imagine.

Laura Brown, Ph.D., MT-BC

This podcast offers suggestions for using original songs with high functioning children on the autism spectrum. The songs referenced in this podcast were written and recorded by Elisa Padro, a student at Western Illinois University.

Resources:

Baranek, G. T. (1999). Autism during infancy: A retrospective video analysis of sensory-motor and social behaviors at 9–12 months of age. Journal of Autism and Developmental Disorders, 29(3), 213–224.

Fombonne, E. (2005). The changing epidemiology of autism. Journal of Applied Research in Intellectual Disabilities, 18(4), 281–294.

Katagiri, J. (2009). The effect of background music and song texts on the emotional understanding of children with autism. Journal of Music Therapy, 46(1), 15–31.

Kern, P., & Aldridge, D. (2006). Using embedded music therapy interventions to support outdoor play of young children with autism in an inclusive community-based child care program. Journal of Music Therapy, 43(4), 270–294.

Kern, P., Rivera, N. R., Chandler, A., & Humpal, M. (2013). Music therapy services for individuals with autism spectrum disorder: A survey of clinical practices and training needs. Journal of Music Therapy, 50(4), 274-303.

Kern, P., Wakeford, L., & Aldridge, D. (2007). Improving the performance of a young child with autism during self-care tasks using embedded song interventions: A case study. Music Therapy Perspectives, 25(1), 43.

Kern, P., Wolery, M., & Aldridge, D. (2007). Use of songs to promote independence in morning greeting routines for young children with autism. Journal of Autism and Developmental Disorders, 37(7), 1264–1271.

Osterling, J. A., Dawson, G., & Munson, J. A. (2002). Early recognition of 1-year-old infants with autism spectrum disorder versus mental retardation. Development and Psychopathology, 14(02), 239–251.

Matson, J. L., Wilkins, J., González, M. (2008). Early identification and diagnosis in autism spectrum disorders in young children and infants: How early is too early? Research in Autism Spectrum Disorders, 2(1), 75-84.

Warren, Z., McPheeters, M. L., Sathe, N., Foss-Feig, J. H., Glasser, A., & Veenstra-VanderWeele, J. (2011). A systematic review of early intensive intervention for autism spectrum disorders. Pediatrics, 127(5), e1303–e1311.

About the Author:

Laura Brown is an Associate Professor of Music Therapy at Ohio University. Her primary research interest includes music with children with developmental disabilities and autism spectrum disorder. Additionally, her clinical experience includes working in both private practice and public school settings with children and adults with disabilities. Laura is an active presenter at regional and national music education and music therapy conferences. Contact: [email protected]

Suggested Citation:

Brown, L. (Author). (2014, September 15). Across the spectrum: Meeting the needs of high functioning clients with ASD. Retrieved from www.imagine.musictherapy.biz

The post Across the Spectrum: Meeting the Needs of High Functioning Clients with ASD first appeared on imagine.

Jamie George, MM, MT-BC, Andrew Littlefield, MM, MT-BC, Laurie Peebles, MT-BC, and Andrea Johnson, MT-BC

In this collaborative podcast, the George Center’s music therapy team discusses the benefits of providing performance opportunity for young children with disabilities as well as how to create a successful recreational experience for the entire family.

Resources:

Bilhartz, T. D., Bruhn, R. A., & Olson, J. E. (2000). The effect of early music training on child cognitive development. Journal of Applied Developmental Psychology, 20, 615-636.

Broh, B. A. (2002).  Linking extracurricular programming to academic achievement: Who benefits and why? Sociology of Education, 75, 69-95.

Costa-Giomi, E. (1999). The effects of three years of piano instruction on children’s cognitive development. Journal of Research in Music Education, 47(5), 198-212.

Koutsoupidou, T., & Hargreaves, D. (2009). An experimental study of the effects of improvisation on the development of children’s creative thinking in music. Psychology of Music, 37(3), 251-278.

Orsmond, G. I., & Miller, L. K. (1999). Cognitive, musical, and environmental correlates of early music instruction. Psychology of Music, 27, 18-37.

Patel, A. (2009). Music and the Brain. In S. Hallam, I. Cross, & M. Thaut, M. (Eds.) The Oxford Handbook of Psychology of Music (pp. 208-216). Oxford, UK: Oxford University Press.

Piro, J. M, & Ortiz, C. (2009). The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students. Psychology of Music, 37(3), 325-347.

Rauscher, F. H. (2009) The impact of music instruction on other skills. In S. Hallam, I. Cross, & M. Thaut (Eds.). The Oxford Handbook of Psychology of Music (pp. 244-252). Oxford, UK: Oxford University Press.

Resnicow, J. E., Salovey, P., & Repp, B. H. (2004). Is recognition of emotion in music performance an aspect of emotional intelligence. Music Perception, 22(1), 145-158.

Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511-14.

Wolff, K. (1979). The non-musical outcomes of music education: A review of the literature. Bulletin of the Council for Research in Music Education, 55, 1-27.

Retrieved from http://www.thegeorgecenter.com/2013/05/22/the-importance-of-performance-opportunities-for-young-children/

About the Authors:

The George Center for Music Therapy, Inc. is a growing music therapy company serving the metro Atlanta area. The five music therapists, primarily working with pediatric patients, strive to provide a creative approach for individual growth. In addition to individual and group music therapy sessions, the George Center for Music Therapy, Inc. offers performing arts classes and adaptive music lessons for children with special needs. Contact: [email protected]

Suggested Citation:

George, J., Littlefield, A., Peebles, L., & Johnson, A. (Authors). (2013, September 1). The importance of performance opportunities for young children during music therapy. Retrieved from www.imagine.musictherapy.biz

The post The Importance of Performance Opportunities for Young Children During Music Therapy first appeared on imagine.