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RONNA S. KAPLAN, MA, MT-BCTHE CLEVELAND MUSIC SCHOOL SETTLEMENT
AUTISM TODAY SUMMITCLEVELAND, OHIOOCTOBER 11, 2008
Structuring Social Successes through Music Experiences for Individuals with ASD and Their
Peers
Structuring Social Successes through Music—
Session Objectives
Participants will be able to…1.Provide a working definition for “social skills.”2.Brainstorm examples of social skills beneficial for
typically developing individuals and for those with ASD to use at home, school, or work and/or in the community.
3.Identify one or more uses of music in structuring social successes.
4.List one or more non-musical techniques/resources to enhance social skill development in tandem with music experiences.
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Introductory Music Experiences
“Roving Reporter” song (tune of “Chiquita Banana”)My name is _________ And I’m here to saySome of my favorite things today.My favorite TV show is _______,My favorite food is __________,And my favorite color is ______.
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“Kids Together”–R. Davis (Kaplan)
1. Well, I’d like to tell you something,Something you should know,About the kid sitting right next to you And kids wherever you go,There are special things about us That make me me and you you,We’re different in a lot of waysBut we’re really all the same too.
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“Kids Together”-cont’d.
CHORUS‘Cause we’re just kids together,We can be what we want to be,We’re just kids together,Just kids, you and me.
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“Kids Together” (cont’d.)
2. How we look on the outside Is really no big deal.What’s inside is more important,Like how we all think and feel.Sometimes we might feel angry or sad,But soon we’re happy again.It’s so nice to hear “I love you,”‘Cause we all want to have a friend.
CHORUS
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“Kids Together” (cont’d.)
3. There are some things we are good atThat are easy for us to do.Other things may be hard work But we have to try to do them too.Sometimes we still might need some helpIn our work or in our play,But we say that’s ok becauseWe’re still growing every day.
CHORUS
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“Kids Together”-Coda
We’re not so different, you and me,We’re the same, you and me,We have feelings, you and me,Sad or happy, you and me,We might need help, you and me,We’re still growing, you and me,Say “I love you,” you and me,Let’s be friends, you and me.
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“Kids Together” Discussion Questions
How are you the same as the person next to you?
How are you different from the person next to you?
What is one thing that makes you special?What is something you are good at?What is something that you need help with?What is one way in which you are growing?
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Social Skills Defined
Audience brainstorming
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Social (adjective)--Webster
2a: marked by or passed in pleasant companionship with one’s friends or associates [leads a very full social life]; engaged in for sociability [social drinking]. b: sociable. c: of, or relating to, or designed for sociability [a social club].
3a: tending to form cooperative and interdependent relationships with one’s fellows: gregarious [man is a social being] . b: living and breeding in more or less organized communities
4: of or relating to human society, the interaction of the individual and the group, or the welfare of human beings as members of society [social institutions] [social behavior] [social legislation]
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Social Skills Beneficial at Home, School, Work and/or in the
Community
Audience brainstorming
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Remember…
People with disabilities are not necessarily disabled in their musical or artistic skills
Participation in music experiences may give individuals with ASD or other disabilities who are not necessarily disabled in their musical or artistic skills a chance to excel.
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Experience in Relating to Others-William Sears
1. Music provides means by which self-expression is socially acceptable.
2. Music provides opportunity for individual choice of response in groups.
3. Music provides opportunities for acceptance of responsibility to self and others.a. Music provides for developing self-directed
behavior.b. Music provides for developing other-directed
behavior.4. Music enhances verbal and nonverbal social
interaction and communication.
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Experience in Relating to Others-William Sears
(cont’d.)
5. Music provides for experiencing cooperation and competition in socially acceptable forms.
6. Music provides entertainment and recreation necessary to the general therapeutic environment.
7. Music provides for learning realistic social skills and personal behavior patterns acceptable in institutional and community peer groups.
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An Analysis of Music Therapy Outcomes for Clients with Autism Spectrum Diagnoses (Kaplan & Steele, 2005)
Figure 2 Primary Goal Areas for Clients with Diagnoses on the Autism Spectrum
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10
15
20
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30
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40
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Behavioral/Psychosocial Language/Communication Perceptual/Motor Cognitive Musical
Primary Goal Areas
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Suggested Possible Social Skill Areas (Music Therapy Assessment)
• Response to own name• Awareness of others• Engagement/joint
attention• Greetings/farewells• Understanding of rules
& structures• Awareness of
appropriate physical space
• Participation• Tolerance of transitions• Turn-taking/Play • Attending
• Compliance• Relationship skills• Decision-making• Leadership• Eye contact to person• Eye contact to task• On-task Responses• Independence• Positive verbal
interaction with peers• Emotional Skills• Other
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Uses of Music in Structuring Social Successes
• Cues for transitions• Carrier of information• Activity for
motivator/reinforcer• Mood-setter• Aid in practice of
modulation of voice/body (loud/soft, fast/slow, etc.)
• Auditory cue
• Material for task• Structure for task
related to a topic• Background, e.g. for
relaxation• Activity for
developing responsibility
• Activity for project/performance
• Other
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Music Experiences to Provide Opportunities for or Facilitate Development of Social Skills
SingingPlaying instrumentsMovingListeningComposing/creatingMusical games
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Results of MT Autism Outcomes Study (Kaplan & Steele, 2005)
Most frequently selected specific music therapy interventions Behavioral/psychosocial domain
Interactive instrument playing Musical instrument instruction Instrument choices Interactive singing Imitative instrument playing
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Non-musical Techniques/Resources to Enhance Social Skill Development
Social stories TM/ social songs
Problem-solvingTemporal supports Procedural
supportsSpatial supportsAssertion supportsStructure
ProximityReplacement
behaviorsSelf-management
or self-monitoring
Specific feedbackUse of peer
models Other
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How Can You Use Music?
At home To reinforce or facilitate
social, communication, cognitive, motor skills
To promote positive interaction among family members
To expand play To accompany rituals and
holidays As self-expression To assist meeting of sensory
needs To assist relaxation To accompany exercise As a leisure skill As a consumer (listening to
music, purchasing recordings on line, etc.)
At school Assessments for eligibility for
music therapy as a Related Service
Individual music therapy Music therapy groups (in self-
contained class or with reverse mainstreaming)
Inclusion in music classes or performing groups
On the playground Performances As an assist in special
education or regular classroom
To assist meeting of sensory needs, relaxation, etc.
Consultation, co-treatment, or co-teaching with other professionals
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How Can You Use Music (cont’d.)?
At work Headphones to decrease
distraction with tasks Music as an accompaniment
to certain tasks Topic of conversation with
peers at work Shared music time during
breaks Performing groups
In the community Family concerts School concerts Religious events Sporting events Music therapy in community
setting Co-treatment with other
community therapists Private lessons (adapted or
traditional, with possible music therapy consult)
Performing groups As a consumer (purchasing
CD’s, music books, music on line)
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References
See attached
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