the power of music as a therapeutic tool - els for autism · the power of music in everyday...
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The Power of Music as a Therapeutic Tool
Presented by
Marlene Sotelo, EdD, BCBA-D, MT-BC
Program Director
Els for Autism Foundation
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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)
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Music can provide powerful triggers for memory and recall!
Why use music?
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Music can accelerate the learning process & improve comprehension!
Why use music?
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Music and movement improve the development ofthinking skills!
Why use music?
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Music helps students process and understand important concepts!
Why use music?
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Music affects self-esteem and may have a profound effect on emotions and behavior.(Hendon & Bohon, 2008)
Why use music?
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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.
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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
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• Individuals respond to rhythm and intonation before they understand language. Underlying both music and spoken language are tone patterns, stress, and rhythm.
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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.
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• 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....
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“ 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”)
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Using music for academic goals and school readiness skills
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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.
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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.
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http://www.preludemusictherapy.com/
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http://www.preludemusictherapy.com/
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Music Instruction
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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.
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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
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Music Resources
http://www.teacherspayteachers.com/Store/Songs-of-Higher-Learning
http://www.kidsknowit.com/educational-songs/
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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