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HannahLemontMU6960-LiteratureReview
Summer2017
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Introduction
Ourpublicschoolstendtobeanelaborateecosystemofteachers,students,
paraprofessionals,administrators,healthprofessionals,aides,therapistsofallkind,outside
consultants,andnumerousotherspecialists.Whilesomeeffectivesystemsareinplacefor
collaborationbetweenthenumerousprofessionalsworkingwithindividualstudents,thereare
significantgapsincommunicationbetweenthevariousfieldsthatshouldbechangedinorder
tobesthelpeachchildmeether/hispotential.Thisreviewofliteraturebeginswiththe
question:howcanmusictherapistsandmusiceducatorsmoreeffectivelycollaborateinorder
tobenefitstudents’physical,social,andcognitivegrowth?
TheAmericanMusicTherapyAssociationdefinesmusictherapyas“Theclinicaland
evidence-baseduseofmusicinterventionstoaccomplishindividualizedgoalswithina
therapeuticrelationshipbyacredentialedprofessionalwhohascompletedanapprovedmusic
therapyprogram.MusicTherapyisanestablishedhealthprofessioninwhichmusicisused
withinatherapeuticrelationshiptoaddressphysical,emotional,cognitive,andsocialneedsof
individuals.”1Whilemusiceducators(should)alsohavegoalstohelpaddressthesesameneeds
forourstudents,wealsohavecurriculargoalsforthedevelopmentofcertainmusicalskills.
Whiletheeducators’goalsmaybemorefocusedonmusicaldevelopmentandthetherapists’
goalsaremorefocusedonthedevelopmentofthestudentthemselves,thereissignificant
1“WhatisMusicTherapy?,”AmericanMusicTherapyAssociation,accessedJune30,
2017,https://www.musictherapy.org/about/musictherapy/.
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evidencethatbothfieldshelpstudentsgrowphysically,socially,andcognitively.Whilethereis
muchresearchpublishedaboutthepositiveeffectsofmusiceducationonstudents,thisreview
willfocusonthefieldofmusictherapy,andhowthetwoprofessionscanworktogether.
EvidenceofGrowthThroughMusicTherapy
Thereareasignificantnumberofcasestudies,summariesofpresentations,qualitative
research,actionresearch,opinionpiecesbackedwithresearch,andanecdotalexamplesof
musictherapyhelpingstudentsdevelopphysical,social,andcognitiveskills.Basedonan
analysisofresearchbyLeslieBunt,thereissignificantevidencethatmusictherapyis
particularlyeffectiveinhelpingchildrenwithprofoundandmultiplelearningdisabilities
developskillsinthefollowingareas:
• Imitativeskills
• Abilitytoinitiateadesiredactivity
• Eyecontactwithadults
• Turntakingwithpeersandadults
• Frequency,length,andrangeofappropriatevocalsounds
• Reducingamountofbehaviorthatisnon-attentive2
Basedonresearchthatindicatesthatmusictherapyseemstohelpimprovepreverbal
andsocialskillssuchasimitation,vocalization,turn-taking,andinitiativewithchildrenwith
developmentaldisabilities,UllaHolckdesignedacasestudytofollowatwo-yearoldwith
2LeslieBunt,“Musictherapywithchildren:Acomplementaryservicetomusiceducation?”BritishJournalofMusicEducation20,no.2(2003):187.
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learningdisabilities.3Atthebeginningofthisstudy,thechildonlyreactedtoattemptsto
communicatewhentheywerepresentedinaphysical,rhythmic,andplayfulwayduringhis
musictherapysessions.Overthecourseofthesixmonthsofregularmusictherapy,thechild
becamelessdependentonphysicalmovementandpropsandwasabletocommunicatein
severalwaysmusically,aswellasdevelopasimpleverbalvocabularythatheusedto
communicatewithhismusictherapistandhisparents.4
Anothercasestudyvideo-recordedandanalyzeddatafromasix-year-old’smusic
therapysessions,aswellastypicalmusicclasssessionswithhisclassmatesovernineweeks.
Eyecontactduringactivitieswherethetherapist/teacherexpectedeyecontactincreasedfrom
76%to91%overonlyfivesessions.5Childrenwithautismcanoftenrelatetoobjectsbetter
thantheyrelatetopeople.Thismeansthatindependent(anddirected/assisted)instrument
explorationisgoodpracticenotonlyforstudents’motorskills,butalsofortheirabilityto
maintaineyecontactwithanobjectthatthey’resupposedtobefocusedon,suchasamusical
instrument.6
Anotherlargerstudy,whichwasinvestigatingwhetherornotautisticchildren’s
responseswouldincreasewhenusingmusicduringinstruction,foundthatusingmusictended
3UllaHolck,“Turn-takinginmusictherapywithchildrenwithcommunicationdisorders,”BritishJournalofMusicTherapy18,no.2(2004):45.4Holck,“Turn-takinginmusictherapywithchildrenwithcommunicationdisorders,”51.5PaigeRose&KarynaJohnson“Theeffectsofstructuredmusicalactivitysessionsonthedevelopmentofachildwithautismspectrumdisorder:Acasestudy.”Approaches:MusicTherapySpecialMusicEducation,6(2)(2014):886JoTomlinson,“MusicTherapyforChildrenwithAutisminanEducationalContext.”InArtTherapiesinSchools:ResearchandPractice,ed.VassilikiKarkou(London:JessicaKinsley,2010),236
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toincreaseawarenessandattentionoftheparticipantsmorethanconventionalteaching
methodsdid.7Inaddition,allstudentstookturnsandsharedwitheachothermorefrequently
inthemusictherapysessionscomparedtomoretraditionaltherapies.8
Thelaststudyofthissectionfollowedafive-year-oldboy’sprogressthroughtwoyears
ofmusictherapy.Thisboy,whohasautism,showedsignificantprogressinincreasing
communicationskills,eyecontact,andverbalresponsesoverthecourseofhismusictherapy
sessions,especiallyafterthemusictherapisttooksuggestionsofsongsthestudentenjoyed
fromthestudent’smother.9
OverlapinGoals
Becausemusictherapyandmusiceducationsharemanyofthesametechniques,it
seemstobeafairconclusionthattheysharegoalsaswell.However,Iamfarfromthefirstto
recognizethesimilaritiesandoverlapsingoalsbetweenmusictherapistsandmusiceducators.
Thereareseveralexpertsinbothprofessionswhoagreethereshouldbeacontinuumbetween
musictherapyandmusiceducationinsteadofahardlinebetweenthetwo.
7JaneL.Barrow-Moore,“TheEffectsofMusicTherapyontheSocialBehaviorofChildrenwithAutism”(master'sthesis,CaliforniaStateUniversitySanMarcos,2007),3,accessedJune28,2017,https://www.tunedintolearning.com/pdfs/SocialBehavior_BarrowMoore.pdf.8Barrow-Moore,“TheEffectsofMusicTherapyontheSocialBehaviorofChildrenwithAutism,”33.9Tomlinson,“MusicTherapyforChildrenwithAutisminanEducationalContext,”239.
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Itappearsthatthefirst(published)authortoproposeamodelforacontinuumwas
JamesRobertsonin200010.Whileresearchinganddiscussingthetherapeuticpotentialofmusic
education,heproposedthemodelseeninfigureone.
Figure1:JamesRobertson’sproposedcontinuummodel11
ElizabethMitchelltookRobertson’smodelandadjustedthewordingtoreflectboththe
educationalpotentialofmusictherapyaswellasthetherapeuticpotentialofmusiceducation.
Hermodelofacontinuumisseeninfiguretwo.
Figure2:ElizabethMitchell’sproposedcontinuummodel12 E.Mitchellseemedtosumupthegoaloftherapeuticeducationacutelywhenshesaid
this:“Withintherapeuticmusiceducation,thereexistspotentialforaparallelprocessbetween
thestudent’smusicalandpersonalgrowthtounfold.Suchprocessesarecontingentuponthe
10JamesRobertson,“AnEducationalModelforMusicTherapy:TheCaseforaContinuum,”BritishJournalofMusicTherapy14no1(July202016):44.11Robertson,“AnEducationalModelforMusicTherapy:TheCaseforaContinuum,”45.12ElizabethMitchell,“Therapeuticmusiceducation:Anemergingmodellinkingphilosophiesandexperiencesofmusiceducationwithmusictherapy,”CanadianJournalofMusicTherapy22,no1(2016):21.
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presenceofaneducatorwhoholdsaholisticawarenessofeachstudentandrecognizesunique
qualitiesandpotentialwithinmusicalexperiences.”13
AustralianmusictherapistandresearcherDianneLanganrecognizedtheoverlapin
goalsbetweenmusiceducationandmusictherapy,andin2009decidedtosurveymusic
therapistsemployedinspecialeducationsettings,lookingforcommonalitiesbetweenmusic
therapyandmusiceducationgoals.Thesurveyaskedaboutactivitiestypicallyincludedinmusic
therapysessions.Theauthorfoundenoughsimilaritiesbetweenmusicspecialeducationgoals
andmusictherapygoalsthatshewasabletotakethestrongestcommonalitiesfromthesurvey
resultsandcreateanassessmenttoolforthoseactivities.Theassessmenttoolconsistedmostly
ofachecklistforparticipantbehaviors,allrelatingtoeithermusictherapygoalsoreducation
standards,alongwithroomforwrittennotes.14
MusicTherapistsHelpingEducators
Othereducators,therapists,andresearchershaverecognizedtheaforementioned
overlapingoalsandtriedtocreatesituationswhereeachcanhelptheotheracrossprofessions.
Whilesearchingtheavailableliteratureforexamplesofmusictherapistsandmusiceducators
helpingeachother,thereweremanysuggestionsofhowtoinitiatethesesortsof
collaborations.However,thereonlyexistafewexamplesofschoolsandclinicswhohad
13Mitchell,“Therapeuticmusiceducation:Anemergingmodellinkingphilosophiesandexperiencesofmusiceducationwithmusictherapy,”19.14DianneLangan,“Amusictherapyassessmenttoolforspecialeducation:Incorporating
educationoutcomes.”TheAustralianJournalofMusicTherapy,20(2009),78-98.Retrievedfromhttps://search.proquest.com/docview/1464564?accountid=38223
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actuallytriedtoimplementsuchideas.Whatfollowsarethefewexamplesavailableinthe
currentliterature.
PaulNordoffandCliveRobbins,well-knownmusictherapistsintheUK,havewritten
severalbooksaboutmusictherapy,butoneinparticularisdesignedspecificallyforpeoplein
specialeducationsettings.Theendofthebookhasmanyappendices-eachappendixlists
differentwaysthatonemightadaptinstruments,materials,songs,arrangements,
environments,andrecordingstomakethemmoreaccessibletostudentswithspecific
disabilitiesandlimitations.Thelastappendixevenincludescontactinformationforcompanies
thatmakeadaptiveinstruments.15
Atthe2006AOSAnationalconference(aconferenceformusiceducators)music
therapistCynthiaM.Colwellgaveanentirepresentationgivingexamplesofdifferentactivities
thatonemightseeinbothamusicclassandamusictherapysession,andwhatthegoalsarefor
eachsituation.Itseemedthatthepresenter’sintentwastomakemusiceducatorsawareof
musictherapygoalsthatmaybeabletobemetwhileusingactivitiesalreadyinthegeneral
musiccurriculum.16
InCreatingMusicCulturesintheSchool:APerspectivefromCommunityMusicTherapy,
therearetwoexamplesofmusictherapistsprovidingamoreenrichingexperienceformusic
educationstudents.Thefirstwasaboutaninstrumentalteacherthatpulledstudentsforprivate
lessonsduringtheschoolday.Afteratwo-hourcompulsoryseminaron“thewell-being
15PaulNordoffandCliveA.Robbins,“Appendices1-5,”inMusicTherapyinSpecialEducation,(Dallas,TX:BarcelonaPublishers,2006)191-208.16B.Iafigliola,“OrffandMusicTherapy:DiscoveringtheCollaborationSeed,”OrffEcho40,no.2,(2008):48,retrievedfromhttps://search.proquest.com/docview/1235836?accountid=38223
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componentofmusiclessons”facilitatedbyamusictherapist,thisteacherbegantothinkabout
howtobemorehelpfultohisstudentswhosepersonalchallengesseemedtobesignificant.
Usingstrategiesandresourcesgiventohimbythemusictherapist,thisinstructorworkedvery
successfullywithastudentwithdepression,givinghimmusicaltoolstoimproviseandcompose
songstohelphimprocessandexpresshisfeelings.Thisteacheralsotriedtoopenadialogue
withafemalestudentwhoappearedtohaveaneatingdisorder,butwasunsuccessfulin
creatingthepersonalrelationshipneededtohavesuchpersonaldiscussions.Thelaststudent
mentionedwasachildwithautism.Thisteacherdidnothaveanyexperiencewithstudents
withautism,soheneededtodoalotofreadingandreachingouttoothersbeforehefelt
comfortableimplementinganysocial/well-beinggoalsinhislessons.Throughgradually
advancingimprovisationexercisesperformedtogether,thestudentwasabletoachievealevel
ofcommunication(viamusic)thathadnotbeenobservedbefore.Theteacherfeltthat
althoughhewastakingawayafewminutesoftimeeachlessonthatcouldhavebeenspenton
musicalgoals,overthelongrun,studentswereabletoprogressmorequicklyandefficiently
duetotheirownself-discoveries,aswellasthetrustdevelopedbetweenteacherand
student.17
ThesecondexampleinthisbookinvolvedaresidentialNewZealandSchoolforboys
withsocialandemotionaldifficultiesthathadnodedicatedmusicteacherormusictherapist.
Theschoolagreedtohaveamusictherapistcomeinforafewmonthstohelptheschool
establishmoreefficientandeffectivewaystoincorporatemusicintheirschool.Oncethe
17DaphneRicksonandKatrinaMcFerran,CreatingMusicCulturesintheSchool:APerspectivefromCommunityMusicTherapy,(Dallas,TX:BarcelonaPublishers,2014)95-101.
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therapistcameandstartedinteractingwiththeteachers,thestaffwerewilling,andeveneager,
toswitchclassrooms,volunteerforpositions,bringinsupplies,etc.forthisproject.Basedon
thestudent'sinterests,theystartedtodevelopthreeprojectsatthebeginningofthemusic
therapist’s“residency”-aband,aFilipinomusicgroup,andexpandingthemusicselectionatan
alreadyestablishedschoolradiostation.Duetothesuccessoftheseprogramsasstaff
membersgaveuplunchbreaksandheldafterschoolrehearsals,theprincipalmade“World
Music”apartoftheschooldaycurriculum,andthebandplayedatassembliesnearlyevery
week.Theauthoralsomentionedseveralanecdotalcommentsbyteachersandadministrators
abouttheparticipants’significantsocialandemotionalprogressthroughtheseprograms.18
AchapterinArtTherapiesinSchools:ResearchandPracticeexplainedastudythatwas
tryingtodetermineifitwaspracticaltoimplementeducationalmusictherapyintheScottish
schoolsystem.Thestudy,donein2005,consistedofapartnershipbetweentheMusicTherapy
Children’sServiceandtwoschools.TheMusicTherapyService’smusictherapistshelped
implementfivetime-limitedprojectsofmusictherapygroupworkwithinthetwoschools
duringaregularschoolsetting.Allstudentsincludedinthesesessionswererecommendedby
theirteachersasindividualswhowouldbenefitfromworkingoncommunicationandlanguage
skills,emotionalwellbeing,andsocialdevelopment,andincludedstudentswithandwithout
diagnoseddisabilities.Thedatafromthisstudysuggestedthatwhenstudentsarecontributing
18DaphneRicksonandKatrinaMcFerran,CreatingMusicCulturesintheSchool:APerspectivefromCommunityMusicTherapy,(Dallas,TX:BarcelonaPublishers,2014)95-101.
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authenticallyinmusic-making,andtakingownershipoftheirmusicalchoices,thosestudents
areabletoaddressbothmusicalandnon-musicaleducationalobjectives.19
MusicEducatorsHelpingMusicTherapists
Whiletherewereafewexamplesofmusictherapistsdevelopingtoolsandtechniques
toassistmusiceducators,andtherewereonlysuggestionsandtheoreticalexamplesofthe
opposite.Afewstatisticsofferonepossibleexplanationofthisholeintheresearchand
literature.Musiceducationhasbeenaprofessionmuchlongerthanmusictherapy;focusing
justontheUnitedStatesasanexample,theNationalAssociationforMusicEducatorswas
organizedin190720,whiletheAmericanMusicTherapistsAssociationwasfoundedin1950.21
In2005therewereonly293professionalmusictherapists(7%ofAMTAmembers)
employedfulltimeinK-12schools.22Conversely,accordingtotheNationalAssociationfor
MusicEducators,therearecurrently75,000professionalmusiceducatorswhoaremembersof
theirorganization,whichcaterstoK-12teachers.23Thinkingaboutthehistoryofthese
professionsandthesemembershipnumbers,itispossiblethatmusictherapistscouldbe
19EmmaPethybridgeandJamesRobertson,“EducationalMusicTherapy:TheoreticalFoundationsExploredinTime-limitedGroupWorkProjectswithChildren,”InArtsTherapiesinSchools:ResearchandPractice,ed.VassilikiKarkou,(London:JessicaKingsley,2010),142.20“MembershipTour,”NationalAssociationforMusicEducation,accessedJuly5,2017,https://nafme.org/membership/educators/membership-tour/.21“HistoryofMusicTherapy,”AmericanMusicTherapyAssociation,accessedJuly5,2017,https://www.musictherapy.org/about/musictherapy/.22CindyR.Roppetall,“Specialeducationadministrators'perceptionsofmusictherapyinspecialeducationprograms,”MusicTherapyPerspectives,24no.2,(2006):87.Retrievedfromhttps://search.proquest.com/docview/1372908?accountid=3822323“MembershipTour,”NationalAssociationforMusicEducation,accessedJuly5,2017,https://nafme.org/membership/educators/membership-tour/.
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focusingmoreonintegratingthemselveswithinmusiceducationsettingsbecauseitisalreadya
moreestablishedprofession,andmuchmorewidelyknownamongthegeneralpublic.WhileI
amcertainmusiceducatorshavehelpedmusictherapistsinvaryingcapacitiesinthelastfew
decades,itdoesnotseemtobeinawell-documentedandresearchedway,atleastaccording
tothecurrentliterature.
MoreOptionsforAssistingEachOther
Whiletherewerefewwell-researchedexamplesofmusictherapistsandeducators
workingtogetherinschools,almostalloftheliteratureonthistopicprovidedeitheranecdotal
examples,suggestionsforfuturecollaborations,orboth.Thefollowingexamplesarethe
suggestionsthatcurrentlyexistintheavailableliterature.
TwoschooldistrictsintheUK(BirminghamandWorcestershire)havecreatedawayfor
anyschooltoreferastudentformusictherapy,whichhasledtomusictherapybecoming
almostascommonasclinicalpsychologyinthesedistricts.Itwasnotedthatmusictherapists
workwithawiderteamtoassessthestudent’sabilitiesandcircumstancesinordertoprovide
appropriateintervention,inthesamewayoccupationaltherapists,speechpsychologists,and
othersupportstaffdo.24
Whilethismodelexistsinthesetwoschooldistricts,ithasyettoexpandtoother
schools.Schooladministratorsinchargeofthesedecisionsmaynotunderstand(orevenknow
about)musictherapy,asitissuchanewprofession.In2006agroupofmusictherapists
conductedaresearchsurveythataskedspecialeducationadministratorsinIllinoistoself-
24Bunt,“Musictherapywithchildren:Acomplementaryservicetomusiceducation?”188.
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reporttheirknowledgeof,andbelievedeffectivenessof,musictherapy.Thissurveywas
createdby,andpeer-reviewedbyexpertswhohaddoctoraldegrees(orweredoctoral
candidates)intheirfields(specialeducation,educationaladministration,musiceducation,and
musictherapy).Thissurveyhadthelargestnumberofresponsescomparedtoothersurveys
citedinthisliteraturereview,althoughthesamplesizewasstillsmall(78).Thevastmajorityof
responsesindicatedthatadministratorsthoughtmusictherapywashelpfulforstudentswith
autism(82.3%)andemotionaldisturbances(75.9%).However,only36.4%oftheadministrators
hadanypreviouspersonalexperiencewithmusictherapy,whichwasthemostsignificantfactor
regardingpositiveperceptionsofmusictherapy.Thissuggeststhatexposingmorespecial
educationadministratorstomusictherapywouldgreatlyincreasetheperceivedefficacyof
musictherapyacrossalldisabilities.25
Anotherbarrierthatmaydiscourageschooladministratorsfromemployingmusic
therapistsisthelackofstandardizedassessments-animportantpartinbotheducationand
othertherapies.Astudyin2004reportedontheresultsofasurveygiventopracticingmusic
therapistsaboutthetypesofassessmentstheygivetoclientswithDevelopmentalDisabilities.
Whileothersimilarprofessions(OT,PT,speechtherapy)havefairlystandardizedassessment
tools,musictherapydoesnot.Thefiveareasmostcommonlyassessedbythosesurveyedwere
(inorderofprevalence)motorskills(95%),communicationskills(83%),socialskills(79%),
cognitiveskills(64%),andmusicalskills(35%).35%ofrespondentsuseda“titled”assessment
25CindyR.Roppetal,“Specialeducationadministrators'perceptionsofmusictherapyin
specialeducationprograms,”MusicTherapyPerspectives24,no2,(2006),87-93.Retrievedfromhttps://search.proquest.com/docview/1372908?accountid=38223
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(SEMTAPorBoxil),36%includedanon-titledassessmentform,and10%indicatedthattheydid
notuseanassessmenttoolatall.Whenaskedaboutthecreationofastandardizedassessment
tool,only12%expressedthattheywerenotinterestedinimplementingsuchatool.26This
showsincredibleinterestinanewassessmenttoolfrommusictherapists.
Whilemusiceducatorscouldassisttherapistswithdevelopingstandardized
assessments,musictherapistscouldbeagreathelptoeducatorswhoaretryingtoimplement
thenewernationalmusicstandards.JamesRobertson,aBritishmusictherapist,pointsoutthat
whilemusiceducatorsoftenhavethemostdifficulttimeimplementingthe“Invent”national
standard(or“Create”intheU.S.A),creatingandinventingareattheheartofwhatmusic
therapistsdo,endingwithasuggestionthattherapistsandeducatorscouldeasilywork
togethertodevelopastrongcurriculumthatincludedcreating.27
Thereissignificantevidencethatstudentsbenefitfromacurriculumcreatedspecifically
forthem.In2004ameta-analysiswasperformedstudyingmusictherapyeffectsonchildren
withawiderangeofdisordersfromthemid80s-late90s.Twoimportantconclusionsdrawn
werethatthetherapy’seffectslastlongerifthepatienthasmoresessions,andaneclectic,
individualizedapproachismoreeffectivethanprescribedkindsofmusictherapy.28
26KristenMeiChase,“Musictherapyassessmentforchildrenwithdevelopmentaldisabilities:Asurveystudy,”JournalofMusicTherapy41,no.1(2004):45.Retrievedfromhttps://search.proquest.com/docview/223559495?accountid=3822327Robertson,“AnEducationalModelforMusicTherapy:TheCaseforaContinuum,”43.28ChristianGold,MartinVoracek,andTonyWigram,“effectsofmusictherapyforchildrenandadolescentswithpsychopathology:ameta-analysis,”JournalofChildPsychologyandPsychiatry45,no.6(2004):1054-63
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Whilemusictherapistsarewell-trainedmusicians,musiceducationteachertraining
oftenleavespreservicemusicteachersnotonlyunfamiliarwiththepaperworkinvolvedwith
teachingnon-typicalstudents,butunfamiliaranduncomfortablewiththesestudents
altogether.A2008studyfollowedfourpreserviceteachersastheycompletedaneight-week
fieldworkplacementthatinvolvedobserving,assistingwith,andfinallyteachingaclassof
studentswithdisabilities.Theresultsshowedthatstudentswerenervousandfeltunprepared
toentertheworldofspecialeducation,butanyandalltrainingandinformationhelpedease
theirworries.Evenjusta90-minuteorientationledallfourstudentstofeelmorecomfortable
withtheirfieldplacement.29Whileotherliteraturementionsthelackoftraininginspecial
educationforpreservicemusicteachers,thisappearstobetheonlyresearchdocumentingthe
benefitsofspecialeducatortrainingformusicteachers.
ConclusionandNextSteps
Ifonelooksthroughtheavailableexamplesinthecurrentliterature,youwillseethat
themosteffectivecollaborationshaveinvolvedbringingmusictherapistsintoschoolsettings.
Duetothis,thereshouldbeafocusonfindingwaystointegratemusictherapywithinalready
existingspecialeducationandmusiceducationprograms,educatingmusiceducatorsabout
musictherapy(andviceversa),creatingmorestandardizedassessmentsformusictherapistsin
schools,educatingschooladministratorsaboutmusictherapy,doingmoreresearchonthe
29RyanM.Hourigan,“Preservicemusicteachers'perceptionsoffieldworkexperiencesinaspecialneedsclassroom,”JournalofResearchinMusicEducation57no.2,(2009):152-168.
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benefitsofalreadyexistingmusictherapyprogramswithinschools,andpossiblyoffering
variouswaystoacquirelicensureinmusiceducationand/ormusictherapy.
TheexampleintheUKresearchedbyLeslieBuntoffersanexcellentexampleofhowto
implementmusictherapyinschools.30Thismodelwouldbewonderful,andevenfeasible,all
overtheworld.IntheUnitedStates,musictherapywasconfirmedasarelatedservicefor
IndividualizedEducationalPlansin2000.31Thismeansthatasapartoffederaleducationallaw,
musictherapycanbeofferedasaservicetotreatawidevarietyofdiagnoseswithinschoolsin
theU.S.Ithasevenbeenpointedoutthatmusictherapycouldbeusedasadiagnostictoolto
helpidentifycertaindisabilities,asmusictherapyoffersavarietyofwaystocommunicate,
whichmayhelpnon-verbalstudentsbeabletoexpressthemselvesandshowthetherapist
whattheyarecapableof.32Ifwecanquantitativelyshowthatstudentsaremoresuccessfulin
districtsthathavemusictherapyavailabletoanystudentwhoneedsit,itismorelikelythat
districtswouldbeableto“find”themoneytofundmusictherapistsinschoolsettings.More
districtsimplementingitcouldleadtomoreresearch,which,ifitshowedtherewerepositive
benefitsforstudents,wouldhelpevenmoredistrictsjustifyofferingmusictherapy.
OnewaythatnearlyallschoolsintheUShelpstudentswithdisabilitiesreachtheir
behavioralandcurriculargoalsisthroughtheuseoftheseIndividualizedEducationPlans(IEPs).
30Bunt,“Musictherapywithchildren:Acomplementaryservicetomusiceducation?”31Chase,KristenMei,“Musictherapyassessmentforchildrenwithdevelopmentaldisabilities:Asurveystudy,”JournalofMusicTherapy41,no1(2004),29.Retrievedfromhttps://search.proquest.com/docview/223559495?accountid=3822332TonyWigramandChristianGold,“MusicTherapyintheAssessmentandTreatmentofAutisticSpectrumDisorder:ClinicalApplicationandResearchEvidence,”Child:Care,HealthandDevelopment32,no.5(2006):535-42.
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Whilemostelementarymusiceducatorsseethemajorityofstudentsintheschoolbuilding,and
oftenforconsecutiveschoolyears,veryfewofthemareinvolvedwiththeIEPprocessatall.
Accordingtoasurveydonein2006,only38%ofelementarymusicteachershadever
participatedinanIEPmeeting.33Thisissimultaneouslyunsurprisingandconcerning.Public
elementaryschoolsoftenintegratestudentswithseverespecialneedsinclassessuchasmusic,
art,andphysicaleducation,evenwhenthosestudentsareinaself-containedclasstherestof
theday.Thismeansthatthemusicteacherisoneofonlyahandfulofeducatorswhoseesthese
studentsinteractingwiththeirtypicalpeersonaregularbasis.Surelythiswouldbeagood
perspectivetoincludeinIEPmeetings,wheregoals,standards,andaccommodationsfor
studentsaredecidedupon?Amusictherapistmaybeabletohelpbridgethisgapbetween
musicandspecialeducation.Simplyexposingthespecialeducationstafftomusictherapymay
makethemawareofthecontributionsmusicprofessionalshavetooffertheirstudents.A
therapist’straininginvolvesmoreexperiencewiththespecializedpaperworkforpeoplewith
disabilities,whichissignificantlylackinginmostteachereducationtraining;havingacolleague
tohelpexplainprocedureswouldmakemusicteachersmorecomfortablegettinginvolvedinan
otherwiseforeignprocess.Moreresearchshouldalsobedoneontheeffectsofincludingmusic
teachersonIEPmeetings,aswellaspreservicetrainingaboutspecialneedsformusicteachers.
Ifsuchresearchshowspositiveresults,thenhighereducationneedstoadjusttheirprograms
accordingly,andprovidemoretrainingforandopportunitiesforworkingwithstudentswith
disabilities.
33LaurieP.Scottetal.,“TalkingwithMusicTeachersAboutInclusion:Perceptions,OpinionsandExperiences,”JournalofMusicTherapy44,no.1(2007):43.
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Whilemusiceducatorsandtherapistscanassisteachother,theyalsoneedtoeducate
eachother.AgreatexampleofthiswasmusictherapistCynthiaM.Colwell’spresentationat
theAmericanOrff-SchulwerkAssociationNationalConference.34Thissessionisagreat
exampleofonewaymusictherapistsandmusiceducatorscanmoreefficientlycommunicate
witheachother.Ifmusictherapistsandmusiceducatorsaretrulyinterestedinassistingand
learningfromoneanother,thereneedstobeaconcentratedefforttoinviteoneanothertoour
conferences,workshops,andotherprofessionaldevelopmentopportunities.
Theprofessionsofmusiceducationandmusictherapyshouldnotonlyfocuson
educatingeachother,buteducatingtheadministratorsofourschools.Administrators’viewson
musictherapyundoubtedlyhaveahugeimpactontheofferingsinaschool/district.The
researchmentionedearlierinthisreviewshowedthatanyexposuretomusictherapyincreases
administrators’perceivedefficacyofmusictherapy.35Thisisanissuethatthefieldshouldbe
takingseriouslyandtryingtosolverightaway;musictherapistsshouldactivelybefinding
workshops,conferences,andotherprofessionaldevelopmentopportunitiestodoshort
presentationswith,andfor,administrators.Musiceducators,whooftenhavesignificantlymore
contactwithschooladministrators,shouldtrytoadvocatefortrainingfrommusictherapists,
andinviteadministratorstoparticipateinthattraining.
34Iafigliola,“OrffandMusicTherapy:DiscoveringtheCollaborationSeed,”48.35Ropp,“Specialeducationadministrators'perceptionsofmusictherapyinspecialeducationprograms,”87.
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Anotherstrategytogaintrustandperceivedefficacywithadministratorsistocreate
morecommon,easier-to-understandassessmenttoolswithinmusictherapy.Thestandardsand
proceduresthateducators(bothmusicandspecial)arefamiliarwithwhenassessingstudents
couldbeofgreathelptomusictherapistswhoaretryingtocreatemorestandardassessment
tools,creatingyetanotheropportunityformusictherapistsandmusiceducatorstocollaborate.
Thereshouldbeseveraldifferentstandardizedassessmentscreatedforvariouspopulations
regardingages,disabilitydiagnosis,setting,etc.Theseassessmentswouldhelpmusictherapists
receiveinsurancereimbursement,beseenasmorevalidintheeducationworld,showgrowth
toschooladministrators,andcreateawayformusictherapiststomoreeffectivelycompare
andcontrasttheirmethodswithotherprofessionalsinthefield.Agreatexampleofthiswas
DianneLangan’ssurveyandsubsequentassessmenttool.36Theassessmenttoolwaseasyto
understand,andissomethingIamconsideringusinginmyclassroominthefall,withafew
modificationstoadapttotheAmericaneducationsystem,asthiswasdesignedforAustralian
andUKteachers.
Anotherreasontopushforincludingmusictherapyinschoolsisthatthesocialskills
interventionscurrentlyusedinschoolshavevariedresults.Accordingtoameta-analysisof
school-basedsocialskillsinterventionsforchildrenwithautismspectrumdisordersin2006,a
vastmajorityoftheseinterventionsdonothavelasting,positiveresults.Theonesthatare
morelikelytosucceedareinlocationsthataremoretypicalfortheschoolenvironment(aka
36Langan“Amusictherapyassessmenttoolforspecialeducation:Incorporatingeducationoutcomes”78-98.
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notresourcerooms)andoccurmorethantwiceaweek.37Ifthemeta-datahasshownusthat
thecurrentinterventionsarenotworking,thattheyneedtohappenmorefrequently,andthat
theyneedtobeinamoretypicalenvironment,musictherapysessionsinafamiliarmusicroom
seemtobeanobvioussolutionthatshouldatleastbeattemptedandresearched.
Furtherresearchthatsuggestsmusictherapymaybeaseffective,orevenmore
effective,thancurrentinterventionsusedinschoolsincludesthemeta-analysisdonein2004.38
Thesefindingssupporttheideaofcollaborationbetweenmusictherapistsandmusic
educators;ifastudentisalreadyreceivingbothservices,thatchildwillbenefitmorefrom
consistencybetweenthoseclasses,essentiallyprovidingmoreopportunitiesforreinforcement
ofdesiredbehaviorsandoutcomes.
Oneotherchangeinhighereducationthatneedstoberesearched,andperhaps
attempted,ischanging/combiningthelicensingrequirementsformusictherapistsandmusic
educators.OnemodelthatIcouldseeworkingiscreatingaprogramforcertifiedmusic
teacherstobecomelicensedin“educationalmusictherapy.”Thisprogramcouldbeshorter
thanafulldegree,includemoretrainingonhelpingK-12studentswithdisabilities,andinclude
lesstraininginclinicalsettings(forpatientswithAlzheimer’s,braininjuries,PTSD,etc).Perhaps
anadditionalstudentteaching/internshipassignmentwithamusictherapistwouldalsobe
37ScottBellinietal.,“AMeta-AnalysisofSchool-BasedSocialSkillsInterventionsforChildrenwithAutismSpectrumDisorders,”RemedialandSpecialEducation28,no.2(May/June2007):153-62.38Gold“EffectsofMusicTherapyforchildrenandadolescentswithpsychopathology:ameta-analysis,”1054-63.
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beneficial.Thiswouldallowmusicteacherstogaininvaluabletrainingandskillstoimplement
musictherapyintotheircurrentsituationswithouthavingtocompleteclinicalhoursthatare
notapplicabletotheircareerpath.
Therecouldbeasimilarlicensingprogramforcertifiedmusictherapiststoacquirea
“limitedspecialeducation”teachinglicense.Thiscouldprovideawayformusictherapiststo
undergoastudentteachingplacement,receivetrainingaboutIEPsandbestteachingpractices,
andbecomefamiliarwithschooladministration,thusallowingthemtobemorequalifiedto
workinpublicschools.
Wealreadyhavesignificantevidencethatbothmusiceducationandmusictherapy
benefitstudents’physical,social,andcognitivegrowthandthatattemptsatcollaboration,
especiallywiththenon-typicalstudent,havebeensuccessfulthusfar.Sincethemostsuccessful
collaborationshavetakenplacewhenintegratingmusictherapistswithinschools,both
professionsshouldbefocusedonimplementingandadaptingideasfromeachother’s
professions,creatingopportunitiestoteachoneanother,advocatingforprogramsto
administrators,andfiguringoutwaystochangecurrenttrainingprogramstobetterreflectthe
needsofstudents.Furtherresearchisneededinalloftheseareasinordertobestprovide
evidenceofpositiveresults.
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