The Power of Music as a Therapeutic Tool - Els for Autism · The Power of Music in Everyday...

The Power of Music as a Therapeutic Tool

Presented by

Marlene Sotelo, EdD, BCBA-D, MT-BC

Program Director

Els for Autism Foundation

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)

Music can provide powerful triggers for memory and recall!

Why use music?

Music can accelerate the learning process & improve comprehension!

Why use music?

Music and movement improve the development ofthinking skills!

Why use music?

Music helps students process and understand important concepts!

Why use music?

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

Why use music?

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.

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

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

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.

• 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.

cont....

“ Music is a universal language and can be

used in a non-threatening 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”)

Using music for academic goals and school readiness skills

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.

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.

http://www.preludemusictherapy.com/

http://www.preludemusictherapy.com/

Music Instruction

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-disciplineBerger, D.S. (2002) Music therapy, sensory integration, and the autistic child. Philadelphia, PA: Jessica Kingsley.

Music Resources:

• http://www.songsforteaching.com/index.html

• http://drmacmusic.com/

• http://www.creativeteaching.com/p-2581-music-and-movement-in-the-classroom-gr-prek-k.aspx

Music Resources

http://www.teacherspayteachers.com/Store/Songs-of-Higher-Learning

http://www.kidsknowit.com/educational-songs/

References: Catalogs

• West Music : www.westmusic.com

• Nellie Edge Read and Sing Big Books: 1-800-523-4594

• Educational Record Center: 1-800-438-1637

• Big Kids Videos and CD’s: www.bigkidsvideo.com

• Creative Arts Therapy and General Education Music: MMB Music , 1-800-543-3771

• Prelude Music: www.preludetherapy.home.att.net

• 60 Beats per minute by Gary Lamb: www.musicintheclassroom.com

• Intelli-tunes: www.intelli-tunes.com/music.htm