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Jean Nemeth, Ph.D., MT-BC

In this podcast, Dr. Nemeth offers ideas for promoting young children’s inclusion success. Discussion emphasizes a scaffolding approach, session set-up and flow, music selection, the power of rhythm, therapist demeanor, instrument strategies, and positively engaging young children.

Resources:

Sources for Instruments

About the Author:

Dr. Nemeth has worked with children in inclusive public education settings for over 30 years and currently serves as the music therapist for Cheshire Public Schools in Connecticut. The integrative preschool classes she works in have a 60-40 ratio of children who are typically developing to children with special needs, including ASD, developmental delays, and sensory and physical impairments. Dr. Nemeth is a frequent presenter and author and holds the position of Vice President-Elect in the American Music Therapy Association. Contact: [email protected]

Suggested Citation:

Nemeth, J. (Author). (2015, September 1). Tips from the trenches. Retrieved from https://www.imagine.musictherapy.biz/

The post Tips from the Trenches first appeared on imagine.

Rachel Rambach, M.M., MT-BC

This podcast discusses the important role parents play in skill generalization from the music therapy session to home and other settings, and includes songs that help them do so.

Resources:

I Love Your Toes (by Rachel Rambach). Available at http://listenlearnmusic.com/2015/04/i-love-your-toes.html

Ready, Set, Wait! (by Rachel Rambach). Available at http://listenlearnmusic.com/2015/03/ready-set-wait.html

First and Last (by Rachel Rambach). Available at http://listenlearnmusic.com/2012/11/first-and-last.html

About the Author:

Rachel is the owner of Music Therapy Connections, a private practice in central Illinois, and author of the blog Listen & Learn Music. She also hosts the podcast Guitars & Granola Bars: Music Therapists Talk Motherhood and is a cohost of the Music Therapy Round Table podcast. Contact: [email protected]

Suggested Citation:

Rambach, R. (Author). (2015, September 1). Working together with parents: songs for skill generalization. Retrieved from https://www.imagine.musictherapy.biz/

The post Working Together with Parents: Songs for Skill Generalization first appeared on imagine.

Dana Bolton, M.Ed., MMT, MT-BC

Music therapists teaching early childhood music classes often encounter children with special needs in their classes. This podcast offers parent perspectives on inclusive classes and tips for making the experience successful for everyone.

Resources:

About the Author:

Dana Bolton has worked as a music therapist and developmental therapist in early intervention for twelve years, working with hundreds of children with a variety of disabilities and their families. She is co-owner of Bolton Music Therapy in Murfreesboro, TN, where she is also a licensed Music Together center director and has taught inclusive classes for three years. Contact: [email protected]

Suggested Citation:

Bolton, D. (Author). (2015, September 1). Music is for everyone: Inclusion in early childhood music classes. Retrieved from www.imagine.musictherapy.biz

The post Music is for Everyone: Inclusion in Early Childhood Music Classes first appeared on imagine.

Esther Thane, MTA, AVPT

This podcast addresses the growing trend of transitioning to electronic medical records and introduces Unitus TI, a cloud-based data management system and curriculum server.

Resources:

Mundo Pato at www.mundopato.com

UnitusTI Client File Screen Shot

MITM Program Template Screen Shot

UnitusTI Graph Screen Shots

About the Author:

Esther Thane is an accredited music therapist, specializing in ASD for the past 20 years. She is past faculty member at Capilano University, North Vancouver, Canada. Contact: [email protected]

Suggested Citation:

Thane, E. (Author). (2015, September 1). Music therapy in the cloud. Retrieved from www.imagine.musictherapy.biz

The post Music Therapy in the Cloud first appeared on imagine.

Sten Bunne

Making musical instrument accessible for children with different abilities supports inclusion in natural environments. This podcast introduces the Bunne Instruments developed for interactive music-making with various populations.

Resources:

Bunne, S. (1986). Musik i Åldringsvård – ett hjälpmedel i arbetet. Hudiksvall. Sweden: Musikverkstan Förlag.

Bunne, S. (2002). Tona Samman. Ming musikens möjligheter för alla barn. Umeå, Sweden: Specialpedagogiska Institutet.

Music therapy session with young Swedish children using Bunne instruments

About the Author:

Sten Bunne is a Swedish music therapist, music educator, and instrument developer. He has worked with young children and other populations for over 40 years, using his unique instruments in individual and group sessions. Sten has also taught courses at the College of Dalarna in Sweden as well as workshops in Japan. He is the current manager of cultural affairs in his hometown and a board member of the Swedish nonprofit organization PASCAL, which promotes the cultural and musical needs of people with disabilities. Contact: [email protected]

Suggested Citation:

The post Children’s Access to Chords, Melodies, and Bass: A Different Way of Thinking in Sweden first appeared on imagine.

Kimberly Sena Moore, Ph.D., MT-BC

Many music therapists rely on verbal-based techniques, but experiential, rote-based learning may also provide valuable learning opportunities, particularly in early childhood. In this podcast, Dr. Sena Moore shares how the emotion regulation development process can be used as a model for understanding the role of rote-based learning in therapy.

Resources:

About the Author:

Dr. Kimberly Sena Moore recently joined the music therapy faculty at the University of Miami. Outside of academia, she serves as CBMT’s Regulatory Affairs Associate, co-hosts the Music Therapy Round Table podcast, and writes the blogs “Your Musical Self” for Psychology Today and Music Therapy Maven. Contact: [email protected]

Suggested Citation:

Sena Moore, K. (Author). (2015, September 1). Emotion Regulation Development, Rote-Based Learning, and Generalization: An Exploration Retrieved from www.imagine.musictherapy.biz

The post Emotion Regulation Development, Rote-based Learning, and Generalization: An Exploration first appeared on imagine.

Lora F. Heller, MS, MT-BC, LCAT

This podcast presents a case study of Peter, who participated in an inclusive music therapy group at his preschool that incorporated music-mediated sign language instruction. The case study highlights how he was able to generalize skills learned in music therapy to his home environment.

resources:

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. 

Humpal, M. (1991). The effects of an integrated early childhood music program on social interaction among children with handicaps and their typical peers. Journal of Music Therapy, 28(3), 161-177.

Humpal, M., & Tweedle, R. (2006). Learning through play – A method for reaching young children. In M. Humpal & C. Colwell (Eds.), Early Childhood and School Age Educational Settings: Using Music to Maximize Learning (pp. 153-173). Silver Spring, MD: American Music Therapy Association.

Kaplan, R. S., & Steele, A. L. (2005). An analysis of music therapy program goals and outcomes for clients with diagnoses on the autism spectrum. Journal of Music Therapy, 42(1), 2–19.

Kern, P. (2010). Evidence-based practice in early childhood music therapy: A decision-making process. Music Therapy Perspectives, 28(2), 116-123.

Luetke-Stahlman, B. (1994). Procedures for socially integrating preschoolers who Are hearing, deaf, and hard of hearing. Topics in Early Childhood Special Education, 14(4), 472-487.

Robbins, C., & Robbins, C. (1980). Music for the Hearing Impaired and Other Special Groups: A resource manual and curriculum guide. St. Louis, MO: Magna-Music Baton.

Schunk, H. A. (1999). The effect of singing paired with signing on receptive vocabulary skills of elementary ESL students. Journal of Music Therapy, 36(2), 110-124.

Schwartz, E. (2008). Music, Therapy, and Early Childhood: A Developmental Approach. Gilsum, NH: Barcelona Publishers.

Standley, J. M., & Hughes, J. E. (1996). Documenting developmentally appropriate objectives and benefits of a music therapy program for early intervention: A behavioral analysis. Music Therapy Perspectives, 14(2), 87-94.

National Fragile X Fountain. Retrieved from http://www.Fragilex.org

About the Author:

Lora is the founding director of Baby Fingers LLC, an early childhood music therapy and sign language program, and works in the music therapy program at Molloy College. She is the author of 7 sign language books for children, a chapter on music therapy in bereavement, and several parenting articles. Contact: [email protected]

Suggested Citation:

Heller, L. F. (Author). (2015, September 1). Music therapy with peter: A young boy with fragile X syndrome at home and in an inclusive preschool setting. Retrieved from www.imagine.musictherapy.biz

The post Music Therapy with Peter: A Young Boy with Fragile X Syndrome at Home and in an Inclusive Preschool Setting first appeared on imagine.

Darcy DeLoach, Ph.D., MT-BC and Michael Detmer, M.ME., MT-BC

When deciding a treatment approach for children with ASD, the differences between interdisciplinary and transdisciplinary teams yield different intervention environments. In this podcast differences between the two are discussed with examples of clinical approaches and client outcomes given.

Resources:

Choi, B. C. K., & Pak, A. W. P. (2006). Multidisciplinarity, interdisciplinarity, and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical and Investigative Medicine, 29(6). 351-364.

Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11, 19.

Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309-317.

About the Authors:

Dr. DeLoach is the director of music therapy at the University of Louisville. One of her clinical and research interest areas is serving individuals with ASD. She has presented on this topic nationally and internationally. She is joined in this podcast by Michael Detmer, an instructor and clinical supervisor at the University of Louisville who also provides clinical services with Norton HealthCare. Darcy and Michael have provided music therapy services at the University of Louisville Autism Center, co-treating small group sessions with the psychologists and occupational therapists. Contact: [email protected]

Suggested Citation:

DeLoach, D., & Detmer, M. R. (Author). (2015, September 1). Interdisciplinary versus transdisciplinary integrative care within music therapy for children with ASD. Retrieved from imagine.musictherapy.biz

The post Interdisciplinary Versus Transdisciplinary Integrative Care Within Music Therapy for Children with ASD first appeared on imagine.

Anita L. Gadberry, Ph.D., MT-BC

Utilizing different strategies and resources to promote communication is essential in music therapy practice. This research-based podcast discusses the use of universal design in the development of a communication toolkit.

Resources:

Gadberry, A. L. (2011). A survey of the use of aided augmentative and alternative communication during music therapy sessions with persons with autism spectrum disorders. Journal of Music Therapy, 48(1), 74-89.

Gadberry, A. L. (2012). What music therapists need to know about augmentative and alternative communication. Retrieved from www.musictherapyed.com

Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology, 21(4), 17–24.

Judge, S., Floyd, K., & Jeffs, T. (2008). Using an assistive technology toolkit to promote inclusion. Early Childhood Education Journal, 36, 121-126.

McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its application in educational environments. Remedial and Special Education, 27(3), 166-175.

Poel, E. W., Wood, J., & Schmidt, N. (2013). Including assistive technology in teacher preparation: Exploring one approach. Learning Disabilities: A Multidisciplinary Journal, 19(1), 29-37.

Purdue, K., Ballard, K., & MacArthur, J. (2001). Exclusion and inclusion in New Zealand early childhood education: Disability, discourses and contexts. International Journal of Early Years Education, 9(1), 37-49.

Pictello:  http://www.assistiveware.com/product/pictello

Proloque2go: http://www.assistiveware.com/product/proloquo2go

About the Author:

Dr. Anita L. Gadberry, MT-BC is the Director of Music Therapy at Marywood University. She also serves as the North American Regional Liaison for the World Federation of Music Therapy. Contact: [email protected]

Suggested Citation:

Gadberry, A. L. (Author). (2015, September 1). Communication toolkit: A universal design approach to inclusion in the preschool classroom. Retrieved from www.imagine.musictherapy.biz

The post Communication Toolkit: A Universal Design Approach to Inclusion in the Preschool Classroom first appeared on imagine.

Jeffrey Wolfe, MT-BC

This podcast reviews a case of a three-year old child diagnosed with Autism Spectrum Disorder. It highlights the importance of creating an alliance with a child’s family so goals can addressed in and out of the session.

Resources:

Individual Music Therapy Assessment Profile at http://www.amazon.com/Individualized-Music-Therapy-Assessment-Profile/dp/1843108666

Bounce – Spectrum Connections Song Book at http://www.spectrumconnections.com/songbook.pdf

The Grimace Project at http://www.grimace-project.net/

Music Therapy Social Skills Assessment: Rook, J., West, R., Wolfe, J., Ho, P., Dennis, A., Nakai-Hose, Y. & Peyton, K. (2014) Music Therapy Social Skills Assessment and Documentation Manual (MTSSA): Clinical guidelines for group work with children and adolescents. London and Phildadelphia: Jessica Kingsley Publishers.

ASHA dB levels for Noise at http://www.asha.org/public/hearing/Noise/

About the Author:

Jeffrey Wolfe is the Community Programs Manager, Accessible Arts Coordinator, and a music therapist at the Institute for Therapy through the Arts. He specializes in interventions for children with neurodevelopmental disorders. He holds the Neurologic Music Therapy-Fellow certification from the Center for Biomedical Research in Music in Colorado. Jeff serves as the Student Advisor for the Great Lakes Region of the American Music Therapy Association. He is a founding member, administrator, and previous director of Kids Town Child Development Center in Brunswick, Ohio. Contact: [email protected]

Suggested Citation:

Wolfe, J. (Author). (2015, September 1). The family is the therapy team: A case example. Retrieved from www.imagine.musictherapy.biz

The post The Family is the Therapy Team: A Case Example first appeared on imagine.