EARLY CHILDHOOD NEWSLETTER VOLUME 14 SUMMER 2008 Newsletter

EARLY CHILDHOOD MUSIC THERAPY

Imagine Music in Every Child’s Life!

The 14th issue of the Early Childhood Music address sensory issues in children with autism Therapy Newsletter has a name “Imagine.” and John Carpente describes how Greenspan’s Floortime™ can be applied to Imagine every child and family would have Nordoff-Robbins Music Therapy. Our culture of access to music as a means of learning. What sharing knowledge, experiences, and would the world look like if we teach our creativity shines through in Beth Schwartz new

imagine children academics, social skills, motor book “Music, Therapy, and Early Childhood: movements, communication and emotional A Developmental Approach,” and creative expressions beyond the traditional ways? activities shared by Garrett Stanton, Kristen Imagine we all would keep our playfulness Baum, Wendy Zieve, and Beth McLaughlin. and musical expressions used in our early years during our entire lifespan. As the editor of the Early Childhood Music Therapy Newsletter, I imagine that this Imagine our services would be available for all newsletter becomes a venue for colleagues children and families who would benefit from working with young children around the world, music therapy. In this issue, colleagues as it would nourish our need for cultural describe their efforts and passion in advancing awareness and exchange to advance our our profession. Colleagues continue to services in a multicultural society. The advocate for our clients by reaching out to the beginning is made! This issue includes articles community and senators as described by authored by colleagues from Italy, Germany, Angela Snell. Our research knowledge on the Korea, Ireland, and Australia. When reading effects of music therapy interventions for through this issue it becomes apparent that we infants and toddlers as well as preschool all have one in common: A passion for using children continues to grow as evident in music with young children and families to research reports by Darcy Walworth, Eugene make a difference in their life. Geist and Kamile Geist, and Deanna Hanson- Abromeit. We continue to provide high quality As John Lennon sings in his song Imagine services as described in “Music Happenings” “You may say that I’m a dreamer, but I’m not by Ruthlee Adler, “Music, Kids, and Cochlear the only one. I hope someday you’ll join us Implants” by Chris Barton, and “Voices Carry” and the world will be one.” Keep dreaming by Lee Morris. Collaborating with with me. EDITOR professionals in designing and implementing treatment programs from related fields Yours, DR. PETRA KERN becomes important when working with children with complex diagnosis reports Becky MT-BVM, MT-BC, MTA Wellman. Linn Wakeford offers her expertise as an occupational therapist on how to

We offer this annual online newsletter as part of AMTA’s Early Childhood Network to bring reports, reviews, ideas, commentaries, news, and announcements on current developments and issues related to Early Childhood Music Therapy to music therapist working with young children 2008 and colleagues from related fields. The Early Childhood Newsletter is posted on the AMTA website www.musictherapy.org. EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 2

Inside this issue: Early Childhood Music Therapy Special Target Population Roundtable Session Report Round Table Session Report 2 BY ANGELA SNELL, MT-BC

Celebrating Awards 3 Notes from 11-16-2007 Government Relations 3 1. Welcome and Introductions. Dr. Petra Kern and Angie Snell, EC Co-Chairs, welcomed all Music Happenings 5 those in attendance and gave time for each person to introduce themselves. 16 colleagues from 10 states (CA, TN, MI, TX, NY, MD, MO, WV, IN, OH) were present at this year’s Ongoing Infant and Toddler round table. Dr. Kern gave a brief history of the EC Network, paying special tribute and Research Report 6 gratitude to Marcia Humpal and Ronna Kaplan, EC Network founders and previous co- chairs. Items handed out included: Attendance List, Listserv Membership List, Sign-up Sheet Conferences in Related Fields 6 for EC Newsletter 2008, and a Handout on the Early Childhood Network. Music, Kids, and Cochlear Implants 7 2. Info to EC Network. 2.1. Newsletter. Petra Kern thanked those who have previously submitted articles to the Music Integrated to Teach Emergent EC newsletter and shared the positive feedback she received from readers inside Math Concepts to Preschool Children 8 and outside the US. Petra encouraged EC Network members to send their contributions for the next EC Newsletter by May 15th, 2008. She also encouraged Voices Carry: Sharing the Music, submissions from international music therapists and colleagues in related fields. Sharing the Message 9 Submissions can include research reports, intervention ideas, conference announcements and reports, music therapy events, new products, grant FPG Voices: Podcast 10 opportunities, and/or other items related to early childhood music therapy. 2.2. Listserv. Patti Catalano encouraged all those who have not joined the Listserv to do New Book Announcement 10 so. Due to other professional obligations she will step down as an EC Network co- Preventive Music Therapy chair, but she will continue to coordinate the Listserv. All attendees recognized her Model with At-Risk Infants 11 contribution to the EC Network, as well as her service within the 2007 AMTA Conference. Resources: My First Piano Adventure 12 2.3. Co-leaders. Dr. Petra Kern and Angela Snell will continue as EC Network co-chairs. 3. Year 2007 in Review. Music Therapists Reaching out 3.1. Presentation/Institutes. EC Network members have been very active in sharing to the Community and Senators 12 professional activities and accomplishments inside and outside the field of music therapy: The Integrated Redesign 13 • 2007 Paraprofessional Inservice. A service on using music to make students Co-treating with Professionals more successful was presented by Gloria McDaniel. from Related Fields 14 • Consultation with County. Becky Wellman consulted with her county on the use of music to deal with special needs and inclusion. She also conducted a student Creative Music Therapy with Preterm retreat. Infants and Their Parents: A Research • Family Support Groups. Beth McLaughlin provided Family Support Groups for Study 14 those working with Autism Spectrum Disorders. • 2007 GLR AMTA Conference. An Early Childhood CMTE was held based on the Special Topic: Maximize the “Fit” 15 AMTA Early Childhood monograph, presented by Marcia Humpal, Ronna Kaplan, Angie Snell, Nicole Allgood, Beth McLaughlin, and Amy Furman. A Glimpse into the use of Music Therapy and the DIR®/Floortime™ • 2007 MAR Passages Conference. A presentation on the use of a music therapy Model for Children with Autism 18 station in a functional skills classroom was given by Kelly Long. • 2007 WR AMTA Conference. Petra Kern presented “Music Therapists Crossing AMTA 2008 Featured Conference Professions: From Direct to Consultative Services.” Events 19 • 2007 ECMT Conference. Petra Kern presented “Exploring the World Through Music: Serving Infants and Toddlers with Visual Impairments.” The Colors of Us: Music Therapy • 2007 AMTA Conference Presentations. Petra Kern co-chaired with Michelle with Young Children Around Lazar an Institute on Autism. Linn Wakeford and Angie Snell also presented the World 20 within the institute. Chris Barton will present on “Music Therapy and Children With Cochlear Implant,” and Petra Kern and Linn Wakeford will present on ACTIVITIES: The Cymbal Song 26 “Playground Favorites: An Interdisciplinary Approach to Outdoor Play for Pass the Bean Bag 26 Young Children.” Props and Toys in ECMT 27 3.2. Government Relations. Angie Snell reported that with the 2006 passage of the Hokey Pokey Hello 28 rules and regulations for the reauthorization of IDEA 2004 the states are in the process of drafting new language for their state level Special Education rules and New Publications 29 regulations. EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 3

Roundtable Session Report (cont.) Language mentioning music therapy specifically in the federal rules and EC NETWORK regulations was not included. However the definition for related services under Part B has not changed. Music therapy continues to be a related service under Part B IDEA 2004 for those who need music therapy to access education. Angie AT-A-GLANCE pointed out differences between Part B (generally for special education students age 3 and older) and Part C (generally for infants and toddlers under age 3 that qualify for services). There are differences in how a child qualifies for service Organization under each section. Beth Schwartz spoke more specifically about Part C. She American Music Therapy Association noted that in the previous rules a child could receive services if they had an IFSP (AMTA) at age 3. In the new rules if a child does not have an IFSP before age 3 or by their 3. birth date services cannot continue. Angie encouraged members to Established become familiar with their local state rules and how they comply with the federal 1994 in Orlando, Florida by rules. Ronna Kaplan, MA, MT-BC, and 3.3. Publications. Dr. Kern spoke of the importance of publishing within and outside the Marcia Humpal, EDM., MT-BC music therapy journals. She encouraged members to share their published articles, as well as articles of interest written by other professionals. The following Co-Chairs publications have been mentioned: • Marcia Humpal and Dena Register published an article on “Using Musical Dr. Petra Kern, MT-BVM, MT-BC, MTA transitions in Early Childhood Classrooms” in Music Therapy Perspectives. Angela Snell, MT-BC • Two articles by Petra Kern’s and her colleagues on children with autism have been published in Music Therapy Perspectives and the Journal of Autism and Members Developmental Disorders. Petra Kern and Linn Wakeford also published an Music Therapists of AMTA working article on “Supporting outdoor play for young children: The zone model of with young children playground supervision” in Young Children. • Petra and Angie recently published songbook “Songs and Laughter on the Meetings Playground” can be purchased at www.lulu.com (also with a link at Annual AMTA Conference Special www.musictherapy.biz), or by directly contacting Petra or Angie. Target Populations Session • Beth Schwartz’ book will be on the market in Spring 2008. It’s a clinical book addressing 9 chronological ages, outlines 5 levels of development, and includes goals and objectives. Listserv • Chris Barton recommended www.hearingjourney.com. Go to “The listening Available for members by invitation room” for listening experiences for young children (appropriate for all children and those with ASD). She also recommended www.bionicear.com. Early Childhood Newsletter • Ruthlee Adler recently received the copyright for the 1st Edition (1982) and the Annual submission deadline May 15th 2nd Edition (1988) of Target on Music Experiences to Enhance Learning of each year Through Music. Ruthlee published Target on Music through the 1981 Very Special Arts Special Projects Grants to the Schools. Upon receiving the Editor copyright, she is considering current applications and uses for this material. Dr. Petra Kern, MT-BVM, MT-BC, MTA 4. Products. Following is a list of products recommended by meeting attendees: • Easy Cushion found at Studio 49 • Marcia Humpal pointed out that great preschool books could be found at Links www.amazon.com under “music therapy.” www.musictherapy.org • Petra Kern introduced the Banana Keyboard, an assistive device developed by www.musictherapy.biz Adrian Alexander at SoundHouse in Melbourne, Australia.

Special Target Populations Network Session 2008

The next meeting will take place at the 2008 Annual AMTA Conference on

Friday, November 21st, 2008 12:30-2:15 PM SlideshowSSliidesdeshowhoww St. Louis, Missouri EC NetworkNetwwork SessionSessssionon 20072200007 availableil bl at t www.musictherapy.bizith bi EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 4

Celebrating Ruthlee Adler Angela Snell Marcia Achievements Humpal

BY DR. PETRA KERN MT-BVM, MT-BC, MTA AMTA Service Award AMTA Award of Merit GLR of AMTA Honorary Life Member Award Three of our distinguished colleagues in Early Childhood Ruthlee has provided services Angie has contributed to the Marcia has been a leader in Music Therapy have received a to music therapy and the development of the profession the field of early childhood – music therapy award for their association for over 47 years. in the areas of education, practicing with integrity and excellence, commitment, and She served three consecutive clinical practice, government setting the standard for best contributions to our profession. terms on the AMTA Board of relations, and services. She practice. She has had an Directors, 28 years as an has specialized in providing impact on music therapy Ruthlee, Angie, and Marcia Assembly Delegate for NAMT music therapy services in through numerous publications and AMTA, and 7 years on inclusive school-based settings are very knowledgeable, have and presentations, sharing the the AMTA Judicial Review where she worked with endless energy and ideas and effectiveness of music therapy Committee. Additionally, she individuals with special needs inside and outside our are passionate about making a served 11 years on AMTA’s for more than 20 years. Angie profession. For example, she difference in young children's Standing Committee is a strong advocate for music was an invited panelist on the life through music. “Standards of Clinical therapy and has provided 2000 Start the Music Summit Practice,” which she co- expert testimony and advise in in D.C. and served as an For many of us, all three of chaired for the last 5 years. state education IEP issues. Her advisor to Sesame Street’s them have been an inspiration, expertise in special education Music Works Wonders project. dear mentors, and colleagues. Besides her tremendous law, assessment procedures, Marcia was one of the services, she is a wonderful and least restrictive inclusion is founders and co-chairs of the mentor to all of us and is still valued and well known. CONGRATULATIONS, we are Early Childhood Network. young at heart. very proud of you! Angela works at the Monroe Presently, Marcia works at the Ruthlee worked for more than County Intermediate School Cuyahoga County Board of 30 years at the Ivymount District in MI. She currently is Mental Retardation and school in Rockville, MD and the President of the Great Developmental Disabilities in continues to maintain her Lakes Region and co-chairs the Cleveland, OH. She is the private practice and serves as AMTA Early Childhood AMTA Vice-President and a consultant and presenter in Network. continues to be an example of the field of music therapy. excellence for all of us.

2009, there has been little regulatory action • Greater coordination with other Government Relations related to IDEA Part B or Part C in the past educational laws such as the nine months. The AMTA website “Elementary and Secondary BY ANGELA SNELL, MT-BC Government Relations section will post the Education Act” and “No Child The Department of Education’s IDEA Q & A clarification response once it becomes Left Behind” • website will address AMTA’s request for an available. Authority to serve infants and updated letter of clarification regarding the toddlers under Part C beyond the recognition of music therapy as a related age of 2 • service. The definition of a related service in Procedural changes in due the 2006 final regulations for What’s New? process and discipline issues • implementation of Part B of IDEA 2004 Creation of the National Center Results of IDEA 2004 (PL 108-446) (also referred to as the Individuals with • for Special Education Research Brings Regular Education & • Disabilities Education Improvement Act or Ultimate goal is for the child to Special Education closer together IDEIA) did not change, although some ACCESS the REGULAR • New definitions and requirements explanatory language was deleted. The EDUCATION CURRICULUM in for providing ‘highly qualified’ Office of Special Education Programs in the their neighborhood school, as a special education teachers U.S. Department of Education indicated that full-time student in a regular • Reductions in paperwork and non- the Department planned on re-issuing education classroom with same- educational activities previous letters of clarification if no changes age typically developing peers. • Greater focus on minority and to the language were indicated within the homeless populations new regulations. Even though a new OSEP Contact: • “Early intervening services” Director was named to fill the position until aimed at reducing the need for [email protected] a new administration begins in January special education EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 5

Music Happenings BY RUTHLEE sharing their talents and creative energies in a More thoughts FIGLURE ADLER, comfortable familiar place where they have MT-BC previously experienced success. Beginnings I chose to call these gatherings Music I actually began these Music Twice a year I Happenings instead of recitals as I want to Happenings at the request of parents schedule Music make them as relaxed and informal as who wanted these experiences for Happenings for possible without adding any anxiety or stress their children. Initially, they were held some of my private music therapy clients. that is often associated with performing. The annually in the spring. When I feel that playing music for others is an program order is determined by the clients as appropriate goal for the client, we they spontaneously request their turns, or by incorporate this into our regular sessions family schedules if there are other discussing the repertoire s/he might wish to commitments that day. In addition, some Inclusions of Family share with a small audience. If memorizing clients feel more comfortable being first on Members the program, coming to play their chosen repertoire is a viable option, the client selects Other family members are encouraged and memorizes a selection to play. If not, we music and then leaving; waiting a turn, or to participate in the music making, often choose a piece with duet listening to others is not in their best interest. which provides a wonderful accompaniment. In addition to playing the Other clients prefer coming as audience musical selection, we work on clear members and then either play at a future opportunity for my clients to play duets introductions, acknowledging applause, as Music Happening or later in the program as with their siblings or parents. This is an well as, the role of being a good audience “surprise guests.” additional bonus for them as their role member. in the family unit is enhanced by this I usually have winter and spring Music interactive musical experience. It also Some of my older clients are able to research Happenings and at the latter I present each serves as encouragement for other client with a printed achievement award their musical selections and present this families to share their talents at future information along with their music. For certificate for accomplishments during the dates. nonverbal clients, I serve as the announcer. year, or period of time we have spent In some instances, clients have arrived together. Again this is a positive, natural wearing special costumes with props for their reinforcement for success and can be added Creating Programs piece. Other clients have enjoyed playing to a scrapbook or shared with friends and I create programs with the titles/ some of the original music they have family. composers and names of each client “composed” during our sessions. If there are no written duet accompaniments available, I I encourage YOU to consider incorporating so that they have something for their create or improvise with them to enhance these opportunities for creating and sharing scrapbooks or to send to grandparents their compositions while lending my personal music with others with your clients. You may or friends. Many of the clients who are and pianistic support. wish to start small, and have clients share in a readers will study the printed smaller group, say with the client who is next programs and later request selections For those clients who are able to participate on your schedule that day and then possibly from the repertoire they heard during creating a slightly larger group session in our Music Happenings, this provides an the Music Happenings. As the music excellent opportunity to not only share their allowing several clients the opportunity to therapist, you can limit the number of accomplishments publicly--with an extremely experience “performing” for others, as well pieces and length of the program supportive audience composed of parents, as enjoying being members of an audience. family members and good friends-- but also to based on your clients’ needs and experience the successful accomplishment of Providing the opportunity for Music attention spans, as well as remaining “performing” for others. Some of them are Happenings (or whatever name you choose) then able to participate in “talent shows” in does require some creativity and additional their classrooms or during other functions in preparation time for you as the music the community. Many of my clients lead fairly therapist. However, I guarantee the smiles on isolated lives and have few opportunities to the faces of your clients and their family actively participate in appropriate social members and friends make it all worthwhile! interactions with others. Also, being the And you have given your clients an recipients of applause and positive feedback opportunity to broaden their self-esteem and provides them with the opportunity to share their success beyond the individual or experience how special it is to share their small group session! music with others, while learning more about flexibleexible toto aallowllow fforor aanyny “surprises”“surprises” themselves and their positive abilities/ How lucky we are to be able to encourage that may arise during that time! accomplishments. Unfortunately, this is not a and foster the JOY of MUSIC in the lives of “regular” experience for most of them. our clients! Please feel free to contact me at any time if you desire additional information. RUTHLEE ADLER Our Music Happenings are held in my studio, the same space where my clients come for I’ll look forward to hearing about your clients CAN BE CONTACTED AT their individual or small group music therapy and their music-making programs! [email protected] sessions; only the furniture is rearranged to provide seating for the audience and fellow All the best, performers. This is very important as they are Ruthlee Figlure Adler, MT-BC EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 6

Ongoing Infant and Toddler peers (13-18%). The younger children emitted almost no responses when Research independent of parents. Results also showed that when the children of both BY DARCY WALWORTH, PH.D., MT-BC ages were in contact with their parents, Preliminary results from an ongoing there was no significant difference in music therapy study with infants time attending to their peers during between the ages of six and 24 months music vs. no music. However, when the show interesting findings. Infant children were independent, they spent responses during first attendance at significantly more time observing their group musical activities with their peers during the music moments. These parents were coded from videotaped findings lay the groundwork for infant sessions. Results showed that age did musical responses since there is little make a difference in focus of attention research on benefits of structured group when in parental contact. The younger activities for infants despite their children watched their parents and the popularity and the importance of early music instruments significantly longer. experience on cognitive development. When the children were independent, Study contributors: older children focused significantly more attention across all categories. The Jayne M. Standley, Ph.D., MT-BC, NICU-MT Darcy Walworth, Ph.D., MT-BC, NICU-MT younger children spent 97% of their Judy Nguyen Engel, MM, MT-BC, NICU-MT For more information, please contact time in physical contact with their Melita Belgrave, MM, MT-BC, NICU-MT Darcy Walworth at parents while the older children spent Miriam Hillmer, MM, MT-BC, NICU-MT 66%. During contact with the parent, Florida State University [email protected] both groups spent the greatest percentage of their time attending to the music therapist (24-34%) and to their

Early Childhood Early Childhood Early Childhood Music and Conferences in Movement Association within the U.S. International www.ecmma.org Related Fields July, 3-6, 2008 in National Association for the International Society on Providence, Rhode Island. Compiled by Education of Young Early Intervention Children www.naeyc.org www.isei.washington.edu Music Educators Dr. Petra Kern, Nov. 5-8, 2008 in Dallas, currently offers free International MT-BVM, MT-BC, MTA TX. membership and sends out announcement of early childhood conferences International Society for Zero to Three around the world. Music Educators www.zerotothree.org www.isme.org Dec. 2-7, 2008 in Los July 20-25, 2008 in Angeles, CA Music Educators Bologna, Italy within the U.S. Council for Exceptional Children www.cec.sped.org April 1-4, 2009 in Seattle Music Educators National Washington Conference www.menc.org Changing from national Parents as Teachers biennial to annual www.parentsasteachers.org conference. Next Nov. 9-12, 2009. Location conference planned in TBA. summer 2009 in Washington D.C. EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 7

Chris, Amy and the Basic Tips TuneUps Choir Consider the following when working with newly implanted children:

1. Sing unaccompanied. More than one sound at a time can be confusing at first. 2. Introduce instruments one at a time and let the child explore how the sound is made. 3. Put a word to the sound the instrument makes, for instance, “shake, shake, shake” or “boom, boom, boom.” 4. If using a CD player, be sure to have the child assist in putting the CD in and making Music, Kids, and Cochlear Music therapists have a wonderful it play. Often, these children Implants opportunity to impact spoken language will not be aware of where development in these children. We know that the sound is coming from and BY CHRIS BARTON, M.M., MT-BC children are born with the capacity to learn may not even recognize it as both language and music, provided they are music. The cochlear given access to both stimuli at an early age. 5. Work in a quiet environment, implant (CI) is a We also know that music, like language, so extraneous noise does not medical device that follows a time-ordered, developmental path. can restore hearing Because of these similarities as well as conflict with the music to an individual complementary differences in auditory experience. with a severe to processing, music makes an ideal motivating 6. Call attention to when the profound hearing companion to an auditory-oral approach to music stops and when it plays. loss. It bypasses habilitation. A simple “stop” and a 1-2-3, the damaged part Go!” will work. Another of the ear and For suggestions of how to use music with CI technique is to point to your sends sound children see the sidebar and visit ear and say “I hear the signals directly to www.HearingJourney.com. Go to the music” and then, “Oh, the the hearing nerve. Listening Room. Once there, click on Kids music stopped.” However, aural and you will find a TuneUps and Circle Time rehabilitation is section. required to assist the implanted individual in making sense out of the sounds they now hear. This is especially true for young children who are just beginning to learn spoken language. The current trend is to ChrisC implant at one and certainly before three years of age, which means that more CI BartonBa children are now in early intervention programs. MM,MMM MT-BC is in privatepprri practice Music perception has traditionally received aandnd works at the far less attention than speech perception in SStSt.t. Joseph CI research and development. Fortunately, All songs and activities are free to download. IInInstitutensn for the new technology has allowed music listening There is also information on how to order the DeaDeaf.f She is alalsoso the cocomposer and and appreciation to climb to the forefront of TuneUps CD, a collection of songs and co-creator, with Amy Robbins CCC- development goals among all the CI makers. activities written by Chris Barton for use with SLP, of TuneUps, a CD for children After spoken language, quality music young implanted children. Several of her with cochlear implants. experiences are the number one request of students sing on the recording. Contact: [email protected] both parents and users alike. EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 8

Music Integrated to Teach Emergent Math Concepts to Preschool Children

MORE. Infants have not yet developed to meaningful way. In a pilot study conducted the stage where they can use “one” or by Geist and Geist (in press), it was found “number”, but they can make judgments of that children ages 3 and 4 engaged longer “more” (Brannon, Abbott, & Lutz, 2004). in a group activity when being taught a The infant does not distinguish the objects mathematical concept when music was as things that can be individually counted integrated into the lesson versus no music. but are instead viewed as a mass of “stuff” The children clapped and stomped the beat BY EUGENE A. GEIST, PH.D. and in which some grouping have more. while they were singing and asked KAMILE GEIST, M.A., MT-BC questions related to the activity versus without the music engaged in off task ONE. Infants eventually begin to understand behaviors of poking each other or asking that “one” means that there are single off topic questions. Introduction objects—not just masses of “more” stuff. They recognize there are distinct objects Early literacy programs are now mandated Rhythm. The rhythm of music can vary, that can be counted, or at least put into a by State and Federal agencies in many while the steady beat remains constant, numerical relationship. early childhood programs such as Head which allows a child to notice, though Start (Landry, Swank, Smith, Assel, & probably not aware of it, more complex, ONE-TO-ONE CORRESPONDENCE. Toddlers Gunnewig, 2006; Office of Head Start). layered, and distinct patterns. Rhythm can begin to understand that you can match up While this emphasis on early literacy help children to develop beyond what is one object to another such as one marble development is important, statistics indicate generally accepted for patterning in in each cup or one toy car for each that many children are falling behind in preschool. During the Geist and Geist (in garage. mathematics as early as Kindergarten, press) pilot study, it was found that children especially children from economically could clap, sing, and complete patterns PATTERNING. A pattern is a repeating disadvantaged homes (Jordan, Kaplan, using materials on a felt board that were sequence of a stimulus. It can be visual Oláh, & Locuniak, 2006; Jordan, Kaplan, more complex and had longer sequences such as “circle, circle, square, circle, circle, Locuniak, & Ramineni, 2007; Perez-Johnson when music was integrated during a square” or numerical such as & Maynard, 2007). How can children be mathematics lesson. The children engaged “1,2,3,1,2,3,1,2,3.” Patterns are found in so far behind in mathematics so early in longer in the mathematical activities that nature and mathematics and are a key their educational career? The answer may included musical elements. lie in a failure to view mathematics as we foundational standard for many early do literacy: as a developmental process learning programs. In preschool, children that begins at birth and is strengthened explore patterns on 4 levels. They can through quality interactions in the early recognize, describe, extend, and create Music Experiences to years of life. patterns. Patterns can range from a simple repeating pattern as shown previously, to a Promote Emergent Music is an excellent way to enhance growing pattern such as “2,4,6,8” (these mathematical understanding with 0-5 year usually contain some sort of mathematical Mathematics function), to a relationship pattern such as olds because it is often some of the first and With a basic understanding of steady beat the ones usually found in “brainteaser” most natural mathematical interactions that and rhythm, our hope is that teachers, questions such as 1,8,2,16,3,24 where the an adult has with a child. Using concepts parents, music teachers, and music person has to decipher the rule or the such as steady beat and rhythm, infants therapists can all be involved to incorporate relationship between two or more numbers. and toddlers can recognize, repeat and these musical elements into their ‘normal’ extend patterns and also construct concepts teaching/clinical strategies to promote such as “more,” “one,” “more than one,” emergent mathematics and help children and “one-to-one correspondence.” In overcome the risks associated with low preschool, in addition to these interactions, achievement in mathematics. music can help focus and direct attention, Music Integrated to Teach increase memory and retention, increase Mathematics Within Young motivation toward mathematics, and aide in problem solving (Burack, 2005; Frank, Children EugeneEEu Geist is Associate 1997; Holden, 1999). Geist and Geist (2008) describe how ProfessorPPr in Early applying basic musical elements such as ChildhoodCCh Education at beat and rhythm can promote emergent OOhio University. He can Emergent Mathematical mathematical learning with very young bbe contacted at children. [email protected] Concepts Steady Beat. Incorporating steady beat as Kamile Geist is Assistant Even before a child can add or count, he part of your musical experiences, such as must construct ideas about mathematics that clapping, marching, or playing a steady Professor for Music Therapyy cannot be directly taught. beat on an instrument, can help a child at Ohio University. engage with mathematics in a more EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 9

Voices Carry: therapeutic process. The recordings were carefully edited to feature meaningful musical Sharing the Music, References moments while keeping the real situation Sharing the Message alive. In some cases, enhancements such as EUGENE GEIST and KAMILE GEIST an additional instrumental track, or pre- recorded loops were added to support the Brannon, E. M., Abbott, S., & Lutz, D. J. (2004). Number bias for the musical form and to lend cultural legitimacy discrimination of large visual sets to the children’s music. Finally, the edited in infancy. Cognition, 93(2), recordings were transferred to CDs. In B59-B68. BY ILENE (LEE) B. Burack, J. (2005). Uniting mind and general, the aural snapshots were meant to music. American Music Teacher, MORRIS,MO LCAT, MT-BC offer a glimpse of the shaping process that 55(1), p. 84. Frank, M. (1997). The secret of occurred during each music therapy session teaching science and math A new music therapy project, Voices Carry, and to allow staff, classmates, and family to through music. Newport News, was recently implemented at Alternatives for VA: Frank Publishers. hear the children’s music with all its aesthetic Children (AFC), headquartered in East Geist, E., & Geist, K. (2008). Do re mi, power. Additionally, the project’s intention 1-2-3; That's how easy math can Setauket, NY. AFC is a special education be. Young Children, 63(2), 20. was to support the children’s IEP goals center for children from birth through age five Geist, E., & Geist, K. (In Press). beyond the music therapy session. Children Developing effective emergent that also provides contract music therapy were encouraged to listen to their recordings mathematics interventions for services to other school districts. low-income students: The immediately after the music therapy sessions MATHSTAAR project. and to share their recordings with classmates, Geist, K., & Geist, E. (In Press). Using The idea of Voices Carry was to transport music to enhance the teaching of teachers, and family members. The mathematics concepts in 3-5 children’s music therapy experiences into recordings were also woven into other daily year old children. other daily life situations and provide Holden, C. (1999). Music as brain situations. For example, recordings were used additional opportunities for children to benefit builder. Science, 283(5410), by parents and school staff as motivational 2007. from their music therapy intervention. Jordan, N. C., Kaplan, D., Locuniak, background music while getting ready for Children’s unique expressions during music M. N., & Ramineni, C. (2007). school, for relaxation and self-calming, or as Predicting first-grade math therapy often reflect important issues in their a reward when “listening time” was earned achievement from developmental lives and/or early efforts to communicate. number sense trajectories. as part of a behavioral intervention. Learning Disabilities Research & Although parents often notice improvement in Practice (Blackwell Publishing their children’s development due to music Limited), 22(1), 36-46. To evaluate the effects of the project, staff therapy services, they cannot always access Jordan, N. C., Kaplan, D., Oláh, L. collected clinical data before, halfway and N., & Locuniak, M. N. (2006). the adapted, sometimes improvised, or Number sense growth in after the project duration. Clinical outcomes situationally-responsive music that transpired kindergarten: A longitudinal indicated gains in the targeted goal areas, investigation of children at risk during a music therapy session. Classroom particularly in the communication realm. for mathematics difficulties. Child teachers are also sometimes unclear about Development, 77(1), 153-175. Reviewing the segment with children Landry, S. H., Swank, P. R., Smith, K. the difference between children’s individual immediately after the recording created an E., Assel, M. A., & Gunnewig, S. music therapy sessions and weekly music B. (2006). Enhancing early awareness of their participation and the class time. literacy skills for preschool therapeutic process. Children, staff members, children: Bringing a professional development model to scale. and families valued the CDs as a window into Therefore, music therapy sessions were Journal of Learning Disabilities, the events happening during music therapy 39(4), 306-324. recorded to offer aural snapshots of the sessions. Office of head start. Retrieved 5/6/2008, from http:// Music therapist Lee Morris developed the project Voices Carry with assistance from Michele www.acf.hhs.gov/programs/ hsb/ Bermani (special educator), Pam Fox (Assistive Technology Specialist) and Beth Schwartz Perez-Johnson, I., & Maynard, R. (music therapist). The project was funded by a technology mini-grant from the Mid East Suffolk (2007). The case for early, targeted interventions to prevent Teacher Center. academic failure. PJE. Peabody Journal of Education, 82(4), 587-616. Lee Morris can be contacted at [email protected] EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 10

FPG Voices: Early Childhood Research and News FPG Voices shares the latest information on early child development. Each episode features an interview with a nationally recognized, FPG expert.

Music Eases Transitions and Encourages Learning. Music is a natural way for children to explore the world and to interact with their social environment. FPG Visiting Scholar and Music Therapist Dr. Petra Kern discusses how music can motivate and encourage young children’s learning and development during daily transitions and routines. Subscribe: [via RSS] [via iTunes ] http://www.unc.edu/fpg/fpgvoices/ FPGVoices_MusicTherapy_June2008.mp3

New Book Announcement

Music, Therapy, and Early When do infants first begin to imitate characteristics. An expansive catalog pitch? How do young children learn of musical goals is provided within Childhood: A songs? What is the relationship each level. Suggested strategies and between speech development and interventions offer the therapist, family Developmental Approach music development? or educator an easy to understand format for developmentally BY ELIZABETH K. SCHWARTZ, Music, Therapy, and Early Childhood: appropriate practice. A Developmental Approach answers LCAT, MT-BC these and other questions and provides Therapeutic issues common to children a wealth of information for the music with special needs are addressed by therapy student, young music therapy highlighting typical developmental professional, early childhood music challenges and how they impact educator, early childhood teacher, musical participation. The book parents and families. provides an in-depth discussion on recognizing musical involvement, The book provides a comprehensive detailing ten different types of music guide to child development (age 0 to interaction typical to each 5), including extensive scales and developmental level. checklists, and theoretical perspectives on development. It synthesizes current Practical tips and solutions for the research on musical development in music therapist discuss play, language, young children and provides lists of choices, silence, generalization, role musical behaviors. The book also release as well as appropriate includes theories of musical instruments and equipment. development as proposed by Briggs/ Bruscia and Edwin Gordon. Music, Therapy, and Early Childhood: A Developmental Approach is now The main section of the book is available at Barcelona Publishers at organized into five developmental www.barcelonapublishers.com or call levels: Awareness, Trust, 1-800-345-6665. Independence, Control and Responsibility. The initial chapters thoroughly examine each level through Elisabeth Schwarz can be contacted at anecdotal musical descriptions, musical [email protected] elements key to each level, and musical EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 11

construction of a theoretical framework for A Preventative Music infant oriented preventative interventions is Therapy Model with At-Risk being considered. Concepts based on the literature and clinical experience are being Infants piloted at Operation Breakthrough through clinical services provided by professional and student music therapists.

BY DEANNA HANSON-ABROMEIT, The center currently has four infant PH.D., MT-BC classrooms, two of which have been receiving music therapy services. One The literature related to classroom has been a pilot classroom for music therapy and early two years. Due to positive clinical outcomes intervention has a the second classroom has been receiving primary focus on music therapy group services for four preschool age children months. The primary outcome of this first with emerging phase has been the development of a information on session protocol. This protocol provides a References strategies and structure for implementation while allowing programming for infants and toddlers. Much for diversity in the applications used to of this literature is focused on interventions target the language goal. Normal Allen, K.E., & Marotz, L.R. (2007). for those already diagnosed with a medical developmental milestones (Allen & Marotz, Developmental profiles: Pre-birth condition or developmental delay. 2007), infant-directed singing (de l’Etoile, through Twelve, 5th ed. Thomas Preventative interventions focus on 2006a, 2006b), musical development Delmar Learning: Clifton Park, interventions that encourage the attainment (McPherson, 2006), concepts of infant NY. of developmental milestones for children attachment (De Wolff & van Ijzedoorn, de l’Etoile, S.K. (2006a). Infant who may be at-risk for later challenges, but 1997), and multi-cultural strategies behavioral responses to infant- are not currently diagnosed (McWhirter, (Stevenson, Winn, Walker-Barnes, & Coard, directed singing and other McWhirter, McWhirter, & MacWhirter, 2005) form the theoretical construct for the maternal interactions. Infant 2007). Early intervention strategies that protocol and intervention strategies. Behavioral & Development, begin during infancy may alleviate the 29(3), 456-470. potential of future developmental delays. At this point the session protocol consists of de l’Etoile, S.K. (2006b). Infant- Music therapy may be one type of five primary components: the pre-session directed singing: A theory for preventative intervention for at-risk infants. assessment, the opening, directed clinical intervention. Music interventions, the closing, and post-session Operation Breakthrough is an urban child Therapy Perspectives, 24(1), assessment. The pre-session assessment 22-29. development center dedicated to helping involves a task that measures the infants children who are living in poverty in Kansas De Wolff, M.S., & van Ijzendoorn level of vocal engagement on that particular (1997). Sensitivity and City, MO. The mission of Operation day, such as reading a book. The opening Breakthrough is to support the development attachment: A meta-analysis on section orients the infants to the session, parental antecedents of infant of these children to their fullest potential followed by an orientation to the individual. (Operation Breakthrough). The University of attachment. Child Development, Directed interventions follow a hierarchical 68 (4), 571-591. Missouri-Kansas City (UMKC) Music sequence of a movement warm-up, pre- Therapy Program and Operation Stevenson, H.C., Winn, D-M., Walker- verbal singing, singing paired with Barnes, C. & Coard, S.I. (2005). Breakthrough have a long history of movement, pre-verbal singing combined with collaboration for clinical training. In the past Style matters: Toward a culturally purposeful vocalizations, and targeted relevant framework for two years this collaboration has extended to receptive/expressive language skills. The include a clinical project using music-based interventions with African closing section involves an instrumental American families. In V. C. interventions to target language interlude, lullaby/sing-a-long, and a closing development in at-risk infants. McLoyd, N. E. Hill, & K. A. song. Exploration of the post-session Dodge (Eds). African American In the clinical environment it has been noted assessment has thus far included repeating Family Life: Ecological and that language development in children who the pre-session assessment task or Cultural Diversity. New York: The are at-risk is often inhibited. Language observation in the classroom. Development Guilford Press. delays may be a contributing factor to of intervention applications is ongoing and McWhirter, J.J., McWhirter, B.T., delays in social-emotional, cognitive, and a research project is slated for January McWhirter, E.H., & MacWhirter, academic development. As a multi-sensory 2009. R.J. (2007). At-risk youth: A medium, music provides an early The staff and administrators at Operation comprehensive response: For intervention experience that may be able to Breakthrough are excited by this project and counselors, teachers, prevent or inhibit the development of future psychologists, and human are invested in its continuation. The research th delays. Therefore, the purpose of this project team will include play therapists, services professionals (4 ed.). project is threefold: to develop a theoretical education specialists, social workers, Belmont, CA: Thomas Brooks/ framework for infant oriented preventative assessment coordinators, classroom Cole. interventions; to determine the effectiveness teachers, and a speech/language therapist McPherson, G.E. (2006). The child of an evidenced-based music protocol on and music therapist from Operation as musician. New York: Oxford language development in at-risk infants; and Breakthrough, as well as faculty and University Press Inc. Operation to determine the effectiveness of music students from UMKC. Breakthrough (n.d.). About us. therapy interventions to prevent language Retrieved May 15, 2008, from delays in at-risk infants. The project is Deanna Hanson-Abromeit can be contacted www.operationbreakthrough.or currently in the first phase. In an effort to at [email protected]. develop evidenced-based outcomes careful EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 12

and techniques. For additional information My First Piano Adventure The books include a variety of music genres please go to www.pianoteaching.com. The BY RUTHLEE FIGLURE ADLER, MT-BC from folk, classical, and popular to jazz. publisher is FJH Music Company Inc., in Ft. There are opportunities to sing and chant Lauderdale, FL. There is also online video repetitive phrases as well as suggested introduction and guides for you to In August, 2007 I was introduced to My body movements to reinforce basic concepts purchase. First Piano Adventure For The Young for each musical selection. Multisensory Beginner by Nancy and Randall Faber. This experiences are included -- visual, auditory If I can be of additional assistance please curriculum is easily adaptable for use with and kinesthetic -- as well as optional duets feel free to email me at special needs music therapy clients. The for the parent or therapist, and background [email protected]. Lesson books come with a CD featuring accompaniment tracks on the CDs. children’s voices and instrumentations for Ruthlee Figlure Adler, MT-BC many of the selections in the books. Each After completing Level A, which serves as Lesson book is paired with an an introduction to the piano keyboard, 5 accompanying Writing Book. There are 3 finger position, Middle C, and other basic levels, with the first one presented on a beginning keyboard techniques and skills, directional pre-reading level. Colorful the child is introduced to composers -- illustrations include multi-cultural “friends” Beethoven, Mozart, Brahms, Haydn and and animals. The activities are short as they Tchaikovsky- intervals of steps and skips on are geared to 5-6 year olds with “wiggly” the music staff, and varied keyboard short attention spans and lack of positions in Levels B and C. coordination. Eye and ear training are included throughout the series. This series can be easily combined/ integrated with other keyboard methods

Music Therapists Reaching out to the Community and Senators

BY ANGELA SNELL, MT-BC music therapists lead two children’s concerts, an evening The Monroe County Intermediate summit for parents and School District (MCISD) in community leaders, and an all Michigan recognizes each child day workshop for county parents has unique learning styles. and childcare providers. Each event focused upon the use of MCISD recognizes the music to promote social importance of the use of music in competence, strong parent-child the education of children and bonds, and learning skills. The have integrated music therapy Summit was highly successful and into schools since 1985. This resulted in an invitation to the year MCISD highlighted music Star Power Early Childhood therapy in early childhood in a Rally at the State Capitol on variety of ways to reach large May 21, 2008. numbers of children, family members, and caregivers. The Star Power Early Childhood Through MCISD’s partnerships Rally, sponsored by the Early with community agencies and Childhood Investment initiatives such as Be Their Hero Corporation and the Michigan From Age Zero and the Great Start Collaborative was Michigan Great Start held in Lansing, Michigan. The Collaborative, music therapists rally featured the MCISD music Angie Snell, Laurel Rosen- therapists on the Capitol Building Weatherford, and Katie steps with parents and children. Bourbina shared music therapy The day focused on educating with the county and the state. legislators on the importance of early childhood education and The 4th Annual Monroe County included face-to-face visits with Early Childhood Summit, held senators and representatives. May 1 & 2, 2008 focused on the importance of music in early For further information please childhood development. MCISD contact Angela Snell at [email protected] SheEARLY listens CHILDHOOD to the music NEWSLETTER and VOLUME 14 PAGE 13 turns around... interpreting it with instruments and body- action in a space/time rapport between analogical mediators and sound parameters, can transform an improvisation experience in an integrated meaning. In this mixing of musical and extra musical language, music becomes the encounter in which each expressive element can be musical, wherein the musical elements of each expressive mediator are shared (this approach mirrors the evolution that art languages followed in the 20th Century, enabling the integration of different means of expression, and generating those new aesthetic and communicative revolutions that today are part of our daily lives). This integrated language is able to create meeting grounds for opening, improving, but most of all redesigning known models. As a mediator of expression, it becomes more and more a mediator of diversity, a real tool of integrated redesigning of those languages of communication essential for the development of new forms of relationships and social integration. It also opens a new kind of relationship among different cultures, on meeting ground that byby itsi s multi-mediamulillti-meediadia andanandmd multi-cultures,multi-ci cultul ureu s, itst will share its common aspects and that, at TheThe IntegratedIntegrated languagesllalanananguagugu ges triggertrigger thee simultaneoussimumultanneous the same time, will favour the awareness of cohabitationcohohhababitataationioon of differentdiffeferenrentct culturescultultureu ssa andand socialssociiall differences in a significant environment of identitiesideidddenntititiesas acquiringacquiring importantimportant valuesvaluesss suchsuch as balance, exchanging diversity with a shared RedesignRedesign sense-of-belonging,ssesenensee-e of-of belongoging,d, distinction,distincin tioon, language. confrontation,cconfrfroontation, and exchange.exchange. The groups of children who have CreatingCreating MusicMusic andand Inn my clinicalclilinici al workworkik inin Brescia,Bresciai , Italy,Italy, IIh havehave elaborated these paths, have spontaneously SensorySensory LLanguageanguage forfor beenbeen experimentingexperimenting withwith new modelsmodelsfs forfor developed new languages shared within integratingi t ti children hild of f multiple lti l and d varied i d them, completely redesigning a meeting Multicultural Groups of cultures into common musical and multi- ground between personalities, and this has sensory group improvisations to promote allowed different cultures to interact with Children personal relationships with those not of their more awareness and opening, reducing the own culture. Today, I present my thoughts prejudices, increasing self-esteem and about what I have observed in the varied expressive autonomy, and balancing on the BY CLAUDIO COMINARDI music, dance and media presentations of actuality of the social contexts to which they the students with whom I work and learn. belong. Nowadays, the huge presence of music in The improvisations we do may involve only our contemporary society not only allows a few students or hundreds for some of the music to function as a cultural vehicle for the larger projects. These improvisations are privileged few, but as a complex net of then presented to the community at large to Claudio different languages available to everyone. share our experiences of music, art, dance, Cominardi Music is able to create communication as well as light, sound, and environmental is a music between different expressive mediators such experiences. therapist in as images and colours, movement and body Brescia, language, technological supports, and the When the children are improvising music Italy. In environment. It creates direct channels freely, I extend simultaneously the musical 2003 he among the world of senses and relations. language with other languages such as started Music is an encounter in which we generate body movements and gestures, painting and research elaboration following spontaneous drawing, and environmental means to projects for processes which often, if not always, spread create new interactions and relationship interculture the musical language toward other types of dimensions based on sensoriality. The sense- integration and prevention of social expressing oneself in the arts, making it perception of sound in children linked with discomfort in several schools and richer and more complete. movement and colour, developed through particular experiences of creative social services, studying new forms of expressive languages and analogical The generalised acceptance of music in improvisation and paths of sensory mediators aimed to integration. childhood education is especially due to its elaboration, allows the children to evolve power to create relationships, building one new languages through sensory processing. Claudio Cominardi can be contacted of the strongest communicative channels of For example, drawing on a big sheet a at [email protected] our evolving age. In today’s world defined spontaneous scribble, while observing its chromatic impact and movements, and EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 14

Co-treating with Professionals from Related Fields Creative Music Therapy with Preterm Infants and Their BY BECKY WELLMAN, PH.D., MT-BC Parents: A Research Study

In order to understand and address the complex needs of young children BY FRIEDERIKE HASLBECK, withwit disabilities and ensure adequate support and services, a team of Dipl. Musiktherapeutin pprofessionalsro and the parents is necessary. Therefore, it is recommended prpracticea in early intervention/early childhood special education to provide As neonatology advances, a significantly sserviceser as a transidiciplinary or interdisciplinary team. By co-treating with increasing number of infants survive ootherth professionals, we contribute to a more holistic intervention for our premature birth. After survival, numerous cclients.lie For example, by combining occupational or physical therapies with life-threatening challenges and a mmusicu therapy, children may become more relaxed and focused on their catalogue of necessary intensive medical goals within the sessisession (Puliti, 2008). interventions confront these infants and their parents. What is imperative is a consideration of the relational aspects According to a survey by Register (2002), many music therapists are comfortable asking for between child and parents and quality of collaboration or consultation with another therapists, but do not feel confident in co-treating life following survival. with colleagues from related fields. One reason might be that co-treatments require role release from everyone involved in the treatment in order to embrace the qualities of the other therapist An innovative study of music therapy with (Wheeler, 2003). However, the client might benefit more by the team approach than from a preterm infants and their parents will build single intervention provided by one therapist. For example, a music therapist could work with a on existing research and clinical physical therapist to assist a child maintaining a body position or to reach in different directions. experience (Haslbeck 2004). The The physical therapist’s knowledge about correct body positions and the music therapist’s objectives of the study are to generate a creativity in finding a motivating musical activity might assist the child to stay longer in the better understanding of interaction with desired position to stretch muscles. preterm infants and their parents in music therapy and to explore the potential for Music therapists have a unique ability to reinforce and enhance the treatment of others (Miller, change and limitations of creative music 2006). We can compose a unique song, present an instrument that reinforces a desired position therapy with preterm infants with regard or prolonged movement, and make the physical exercise interesting for the child. As music to the children’s and parents’ situation and therapists, we are also aware of sensory, grasp, and other challenging issues related to playing the children’s care and development. instruments. We can make suggestions and educate parents and colleagues in finding the right materials for the child. This innovative study will provide a unique evidence base of the effects of music In music therapy, we not only address physical skills. We also support academic, language, and therapy for preterm infants and their emotional skills, which can make co-treatments with occupational therapists, speech-language parents. Quantitative and qualitative data pathologists, and special educators beneficial for young clients. will be gathered to provide evidence of change in terms of objective parameters Providing early intervention/early childhood special education services is crucial for children such as oxygen saturation, heart and with special needs. Co-treating with colleagues from related fields might enhance meeting the respiratory rates and also to elicit core childrens’ and families’ therapeutic goals, and contribute to a better understanding of the aspects of the dialogical process of music benefits of music therapy for the treatment of young children with disabilities. therapy with preterm infants and their parents.

References Reference Haslbeck, F. (2004). Music Therapy Miller, S. (2006). The sound of music [online]. Advance for Physical Therapists and PT with preterm infants. Theoretical Assistants, 17(3). Retrieved February 25, 2008, from http://physical- approach and first practical therapy.advanceweb.com/editorial/search/aviewer.aspx? an=pt_06jan16_ptp53.html&ad=01-16-2006 experience. Music Therapy Today 5(4). Puliti, B. (2008). Do-re-mi [online]. Advance for Physical Therapists and PT Assistants, 19(5). Retrieved June 12 from Retrieved March 2, 2008, from http://physical-therapy.advanceweb.com/Editorial/ www.musictherapyworld.net Search/AViewer.aspx?AN=PT_08feb25_ptp34.html&AD=02-25-2008 Register, D. (2002). Collaboration and consultation: A survey of board certified music therapists. Journal of Music Therapy, 39(4), 305-321. FFriederike Haslbeck Wheeler, B. (2003). The interdisciplinary music therapist [online]. Voices: A World Forum for wwill be moving from Music Therapy. Retrieved February 25, 2008, from http://www.voices.no/columnist/ GGermany to New colwheeler020603.html HHaven, Connecticut in SSeptember 2008. She Becky Wellman can be contacted at ccan be contacted [email protected] aat

[email protected] h lb EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 15

SPECIAL TOPIC

This article features Sensory Processing and Sensory Integration as presented by Linn

Wakeford at the Feeling the Vibra Slap AMTA Institute “The Autism Agenda An Maximize the “Fit” Autism and Sensory Evidence-Based Processing Approach to Music BY LINN WAKEFORD, M.S., OTR/L Sensory processing differences are not Therapy” at the universal to people diagnosed with autism, Sensory Processing but research has revealed that those on the national AMTA autism spectrum do tend to respond Sensory processing functions are present even differently to sensory characteristics of an before birth, with some systems (vestibular, conference in activity or environment than do people who tactile, proprioceptive) developing and have other types of disabilities or who are November 2007. maturing more quickly than others (auditory, visual, taste/smell), based on the interaction typically developing (Rogers, Hepburn, & of the fetus with the womb environment. After Wehner, 2003; Baranek, David, Poe, Stone, birth, all systems develop quickly, changing & Watson, 2006; Tomchek & Dunn, 2007). and re-organizing in response to ongoing, However, within the population of those on meaningful experiences in natural the autism spectrum, there is also great environments. The ways in which an individual variability in sensory processing patterns processes sensory information influences (Watling, Deitz & White, 2001). Both hyper- perception and action, as well as many and hypo-responsiveness have been noted in important cognitive and social processes people with autism, and a single individual throughout life (Thelen & Smith, 1994). may show evidence of both, but in different Adequate sensory modulation is necessary for appropriate physiological arousal for self- sensory modalities (Dunn, Myles, & Orr, maintenance tasks such as eating and 2002). For instance, a child with autism may sleeping. Sensory modulation also works to be hyper-responsive to auditory sensation, develop self-regulatory behaviors (e.g., and have extreme or aversive responses to LinnLiinnnn iiss an AssistantAssiisttaannt Professor for talking to oneself during a difficult task), and various types of sound, but at the same time Occupational Science at the to support motivation to engage in meaningful be hypo-responsive to vestibular (or University of North Carolina at activities (e.g., determination of preference in movement) sensations, seeming to need a lot Chapel Hill. She is the clinical play activities) (Baranek, Reinhartsen & of movement in order to satisfy their need for coordinator of the Early Wannamaker, 2001; Dunn, 1997). it. Sensory-seeking behavior, in which the Development Project funded by individual seems to focus heavily on finding Autism Speaks. Multisensory integration processes are critical to forming and recalling ideas about objects and experiencing specific types of sensation Linn Wakeford can be contacted and events, as well as to the ability to plan within the environment, may be seen when at [email protected] and execute motor behaviors, also known as either hypo- or hyper-responsiveness is praxis (Ayres, 1985; Fogassi & Gallese, present (Baranek, et al. 2006). 2004). EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 16

Hyper-responsivity, hypo-responsivity, and The following table offers some simple sensory seeking behaviors can all significantly examples of intervention strategies. Baranek, G.T., Wakeford, C.L., & affect functional play, self-care, work, and Remember, however, that one individual may David, F.J. (2008). social relationship behaviors. Hyper- process different types of sensation in Understanding, Assessing, and responsivity may result in high alert states, different ways, and that this can be influenced Treating Sensory-Motor Issues anxiety, difficulty sustaining attention, by, hunger, fatigue, stress, what’s going on in Young Children with Autism. avoidance of various social and physical around them, and a number of other task or In In K. Chawarska, A. Klin & environments, and/or inflexible ways of environmental factors. Therefore, strategies F. Volkmar (Eds.), Autism getting things done. Hypo-responsivity may must be customized for each individual. For Spectrum Disorders in Infancy prevent the individual from noticing important more information about intervention and Early Childhood. Guilford environmental cues or from getting a full strategies, please see Baranek, Wakeford, & Press. understanding of what an activity or task David (2008), Dunn (2007), and Baranek Brownell, M. D. (2002). Musically entails. Sensory seeking behaviors also may (2002). adapted social stories to interfere with the ability to focus on what’s modify behaviors in students important during a task, or to engage long with autism: Four case studies. enough to complete an activity. Journal of Music Therapy, 39(2), 117-44. Bryan, L. C., & Gast, D. L. (2000). Assessment Teaching on-task and on- schedule behaviors to high- Because sensory processing occurs in the References functioning children with autism transaction among the person, the activity or via picture activity schedules. task in which they are engaged, and the Journal of Autism and environment, a comprehensive assessment Developmental Disorders, should include information about all three 30(6), 553-67. factors. The person’s sensory preferences and Duker, P. C., & Rasing, E. (1989). patterns of processing sensory experiences Effects of redesigning the should be examined, as should the sensory physical environment on self- qualities or characteristics of the environment stimulation and on-task (physical and social) and the task (including Ayres, A. J. (1985). Developmental behavior in three autistic-type tools and materials). Examining how the dyspraxia and adult onset developmentally disabled person, task and environment interact from a apraxia. Torrance, CA: individuals. Journal of Autism sensory perspective offers a holistic, Sensory Integration and Developmental Disorders, transactional view that then can lead to ideas International. 19(3), 449-60. about intervention. Baltazar, A., & Bax, B. E. (2004). Dunn, W. (1997). Impact of sensory Writing social stories for the processing on the daily lives of child with sensory integration young children and their dysfunction: An introductory families: A conceptual model. Intervention Strategies resource and guide for Infants and Young Children, therapists, teachers, and Interventions may be designed to adapt or 9(4), 23-35. parents. Sensory Integration modify the task or the environment, or to Dunn, W., Saiter, J., & Rinner, L. Special Interest Section make changes in the behaviors of the person (2002). Asperger syndrome Quarterly, 27, 1-3. themselves, but in all cases the goal is to and sensory processing: A Baranek, G. T., Reinhartsen, D., & maximize the “fit” among the person, the conceptual model and Wannamaker, S. (2001). Play: activity and the context, so that successful guidance for intervention Engaging children with autism. participation in a functional, meaningful planning. Focus on Autism and In R. Heubner (Ed.), activity is possible. Other Developmental Sensorimotor interventions in Disabilities, 17(3), 172-185. autism. (pp. 311-351). Task modifications may include visual supports Dunn, W., Myles, B.S., & Orr, S. Philadelphia: F. A. Davis. (Bryan & Gast, 2000; Dunn, Saiter, & Rinner, (2002). Sensory processing Baranek, G. T. (2002). Efficacy of 2002), Social (or sensory) stories (Gray & issues associated with Sensory-Motor Interventions Garand, 1993; Brownell, 2002; Kuoch & Asperger syndrome: A for Children with Autism. Mirenda, 2003; Baltazar & Bax, 2004), preliminary investigation. Journal of Autism and priming (Dunn, et al. 2002), and reducing or American Journal of Developmental Disorders, enhancing sensory demands. Environmental Occupational Therapy, 56, 32(5), 397-422. modifications may include adding to or taking 97-102. Baranek, G. T., David, F. J., Poe, M. away components of the physical environment Dunn, W. (2007). Supporting D., Stone, W. L., & Watson, L. (Dunn, et al. 2002), re-arranging the physical children to participate R. (2006). The Sensory setting (Duker & Rasing, 1989), re-organizing successfully ineveryday life by Experiences Questionnaire: the social context (e.g. presence and using sensory processing Discriminating response proximity of others), and attending to daily knowledge. Infants &Young patterns in young children with routines or sequences of events. Strategies Children, 20 (2), 84-101. autism, developmental delays, based on coping theory (Olsen, 1999), and typical development. behavioral modification, and learning (cont.) Journal of Child Psychology theories may support changes in individual and Psychiatry, 47(6), behaviors. 591-601. EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 17

HYPO-RESPONSIVENESS

Overall Goal: To have [child] notice and respond to relevant sensory cues in the environment and/ References (cont.) or to notice and process enough tactile, vestibular and proprioceptive information to plan and execute motor behaviors efficiently and effectively. General Intervention Strategy: Examples: Enhance task and context features o Add stronger visual cues to activities such as bright of daily routines (e.g., provide contrasts or large scale art activities activities to increase intensity, o Add tactile stimuli during social or self-care routines (bear Gray, C. A., & Garand, J. D. frequency, or duration of sensory hugs to greet, lotion after handwashing, texture added to (1993). Social stories: experiences) fingerpaints) Improving responses of o Increase movement experiences students with autism with o Add strong smell or taste components to activities accurate social information. Focus on Autistic Behavior, HYPER-RESPONSIVENESS 8(1), 1-10. Kientz, M. A., & Dunn, W. (1997). Overall Goal: To support continued engagement in activities while building coping strategies to use A comparison of the when faced with new sensory challenges (successful engagement in new sensory experiences performance of children with enables the child to gradually build a broader range of appropriate routines) and without autism on the Sensory Profile. American General Intervention Strategy Examples: Journal of Occupational Structure sensory challenges to be o Child could always be first or last in line Therapy, 51(7), 530-537. predictable, to offer choice/ o Minimize extraneous stimuli (noise, visual, lots of kids in Kuoch, H., & Mirenda, P. (2003). control to the individual whenever one place, etc.) in environment, especially during tasks Social story interventions for possible, to minimize chance the that are difficult for the child already young children with autism of unexpected stimuli, and to o Provide separate or structured spaces that prevent the spectrum disorders. Focus on minimize generating aversion to [child] from experiencing a lot of unpredictable touch Autism and Other typical activities (carpet square for each child at circle, etc.) Developmental Disabilities, o Introduce new stimuli systematically into daily routines 18(4), 219-227. (honor [child’s] need to have some control or limit input) Olsen, L. J. (1999). Psychosocial o Carefully construct events to introduce a wider range of frame of reference. In P. sensory experiences (one thing at a time). For example: Kramer, & J. Hinojosa (Eds), • Allow child some control over washing face/brushing Frames of reference in teeth pediatric occupational therapy • Introduce new foods slowly and gradually and allow (2nd ed., pp. 323-350). time to accommodate Baltimore, MD: Lippincott, • Provide slow predictable movement experiences Williams & Wilkins. • Grade/adapt sensory toys and activities (playdoh in Rogers, S. J., Hepburn, S., & plastic bag to start Wehner, E. (2003). Parent reports of sensory symptoms in SENSORY SEEKING toddlers with autism and those with other developmental Overall Goal: To select activities with more intense sensory experiences that are consistent with the disorders. Journal of Autism [child’s] sensory needs and still socially acceptable behaviors (so participation can occur with and Developmental Disorders, fewer interruptions from sensory seeking behavior) 33(6), 631-42. General Intervention Strategies Examples: Thelen, E., & Smith, L. (1994). A o Provide appropriate channels for Alternate active and passive activities in schedule dynamic systems approach to o needed activity& intensify sensory Provide socially appropriate outlets for sensory needs, the development of cognition aspects of task/ context such as helping to run errands, collect art supplies; move and action. Cambridge, MA: chairs and desks, help clean tables, etc. The MIT Press. o Determine whether sensory Add stronger visual cues to activities such as bright Tomchek, S.D. & Dunn, W. (2007). seeking behaviors are due to contrasts or large scale art activities Sensory processing in children • o Hypo-responsiveness (not Add tactile stimuli during social or self-care routines (bear with and without autism: A getting enough input) hugs to greet, lotion after handwashing, texture added to comparative study using the • Hyper-responsiveness (over fingerpaints) Short Sensory Profile. o sensitivity to some input and Increase movement experiences American Journal of o the need to “over-ride” Add strong smell or taste componentsnents to activities Occupational Therapy, 61, aversive sensation with 190-200. something else, OR Watling, R. L., Deitz, J., & White, • BOTH O. (2001). Comparison of Sensory Profile scores of young children with and without autism spectrum disorders. American Journal of Occupational Therapy, 55(4), 416-23. EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 18

Once there is a developmental picture and a sensory profile of the child, the therapist D is for Developmental. This includes six levels can help guide the child into ways of interacting and relating that will provide of functional emotional development that help the proper sensory input necessary to the child build these capacities. The six levels of move up the developmental ladder. development are described below as affected by ASD in children of any age: Floortime (an intervention) is the • spontaneous interactions that occur when Level one: Shared attention and regulation a caregiver follows a child's lead in a occurs from age 0-3 months. An infant at risk warm, flexible way so as to encourage for ASD may show difficulty in sustaining his that child's climb up the developmental attention to sights or sounds, and may prefer Photo Copyright 2005 Newsday, Inc. to engage in self-stimulatory behaviors. Used with permission. ladder, while considering their individual- • differences. While Floortime may Level two: Engagement and relating occurs resemble ordinary play, it is distinguished from 2-5 months. An infant at risk for ASD A Glimpse into the use of by the developmental role played by the may show difficulty sustaining engagement, adult Floortime partner. The essence of and will usually withdraw from interaction Floortime is in the human relationship that and become self-absorbed. Music Therapy and the • captures, sustains, and expands the child's Level three: Purposeful emotional interactions DIR®/Floortime™ Model attention, and thereby motivates ensuing occur from 4–10 months. An infant at risk for circles of communication (Greenspan & ASD may display no interest in interacting, Weider, 2006). or engage in brief back-and-forth-exchanges for Children with Autism with very little initiative, and may engage in Floortime and many forms of random or impulsive behaviors. • BY JOHN CARPENTE, MA, LCAT, MT- improvisational music therapy (IMT) share Level four: Chains of back-and-forth (joint BC, NRMT common principles. In IMT, the therapist attention) emotional signaling and shared observes the child and follows his/her problem-solving occur from 10–18 months. A lead using music as the medium and/or child at risk for ASD will show an inability to Autism spectrum disorder (ASD) is a object. The music being improvised initiate and sustain several back-and-forth complex diagnosis that can disguise itself in attempts to create affect and emotionally interactions of emotional signals (e.g., many forms. Because of its complexities, charged experiences intended to help the showing mom or dad a toy) and may evidenced-based research; assessment; and child regulate, musically engage, and engage in perseverative behavior patterns. • interventions are also extremely difficult to interact in a joint musical relationship in Level five: Creating ideas occurs from 18–30 decipher in terms of “what is true,” “what order to facilitate development and 2-way months. A child at risk for ASD will have works,” and “what doesn’t work.” Can such purposeful communication (e.g., through difficulty using words or phrases a complex disorder which affects children instrument play, vocalizations, movement, meaningfully and engaging in pretend play; so differently, have such a simplistic recipe or gestures). Both are action-based he/she will repeat words of what has been of “yes, this works for all?” To this end, it is approaches in which the child is an active heard or seen (echolalia). • important that our clinical “toolbox” be and leading participant in the therapeutic Level six: Building bridges between ideas: equipped with various lenses and strategies process. Both approaches view Logical thinking occurs at 30–42 months in order to effectively treat children with relationships as a core component of child (e.g., I want to eat because I’m hungry). A ASD. The purpose of this article is to offer development. Both focus on the creative child at risk for ASD will display either no a lens on how the clinician may process and experience between the child words, or use memorized scripts with conceptualize and organize an effective and therapist. In addition, both require random ideas; or use words and ideas music therapy treatment plan. therapists to rely on their clinical illogically. musicianship, creativity, spontaneity, and The DIR® Model (Greenspan & Weider, playful spirit (Nordoff & Robbins, 2007) I for Individual-Differences refer to how the 2006a), pioneered by Drs. Stanley to help regulate and engage the child. child processes: information and language; Greenspan and Serena Wieder, is a Finally, both models respect the underlying motor and sensory capacities, such developmentally based approach that is individual differences of each child and as touch, sound, and other sensations; auditory used as the foundation for a comprehensive view whatever the child is doing as processing; visual-spatial processing; and intervention approach. The focus of the important and meaningful (e.g., motor-planning and sequencing abilities. For model is to help children build healthy respecting idiosyncratic and self- each of the six stages described above, the foundations for social, emotional, and stimulatory behaviors by musically therapist may look at these particular intellectual capacities, rather than simply supporting and embracing them in order “individual-differences” of the child, and focusing on isolated behaviors (Greenspan to transform the behaviors into interaction determine how they interfere with the child & Weider, 2006b). Each component of the and communication). DIR® model complements the other. First, it moving up the developmental ladder. This gives the clinician an integrated picture (Profile) of is important to understand at what level the In short, IMT has the potential to be used the child’s development. child is functioning developmentally. as a primary treatment approach, Secondly, one must ascertain what stands in specifically focusing on musical goals the way of a child’s development (In order (Aigen, 2005) which correlate with R for “Relationships” in the DIR® model refers to understand this, the clinician must try and functional emotional capacities. To that to how the child interacts with others (e.g., understand how the child processes end, DIR® can be used as the primary family members, teachers, therapists, and information and navigates in the world). means of conceptualizing and assessing caregivers) and what patterns of interaction Lastly, it is critical to know how the child the child’s strengths and needs. Musical should be included in the therapeutic program relates to others in the world. (What are the goals can be related to the child’s to support enhanced development of the child. child’s modes and patterns of interacting?). development in terms of functional emotional capacities. EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 19

For example: a child may show deficits in DIR® Model and music therapy is very new level two which deal with engagement and to the literature and practice of music References relating. The therapist may focus on therapy. Currently, I am completing a facilitating the child’s ability to develop and doctoral research study examining the Aigen, K. (2005). Music-centered music maintain musical relatedness (observing the process and outcome of Nordoff-Robbins therapy. Gilsum, NH: Barcelona qualities of the child’s musical relatedness). Music Therapy (NRMT) within a DIR® Publishers. This may involve the therapist observing and framework in meeting individualized goals Alvin, J. & Warwick, A. (1978). Music listening to how the child responds or reacts to of children with autism. A combination of therapy for the autistic child (2nd the improvised music. Is the child displaying quantitative and qualitative data will be edition). Oxford: Oxford University signs of relatedness and engagement? Is there collected, analyzed, and compared. The Press. imitating and/or call and response (cause and outcomes of therapy with each child will be American Psychiatry Association (APA) effect thinking) playing? Can the child open measured and evaluated quantitatively; the (2000). Diagnostic and statistical and/or close circles of musical process of achieving these will be described manual of mental disorders (4th ed.), communication? (i.e., vocally, physically, and analyzed qualitatively. As designed, Text Revision. Washington, DC: gesturally and/or or instrumentally). Does the this will be the first quantitative study of Author. child show the ability to fluctuate his/her individualized outcomes in NRMT with Bruscia, K. E. (1987). Improvisational music playing based on therapist’s music? children with autism. In addition, it will be models of music therapy. Springfield, (initiating and/or following musical changes in the first study in the utilization of NRMT IL: Charles C. Thomas. relation to music being played). Can the child within a DIR® framework. The insights Greenspan, S.I., & Weider, S. (2006a). solely engage in an “I play then you play” gained from this study may create interest in Engaging autism: Using the floortime manner and displaying a limited capacity to additional research, program development, approach to help children relate, engage in antiphonal (inter-responsively) play funding opportunities and training programs communicate, and think. Da Capo (Nordoff & Robbins, 2007). If so, is it due to a using this collaborative approach. Lifelong Books. sensory and/or developmental issue? It is Greenspan, S.I., Weider, S. (2006b). important to emphasize that the Infant and early childhood mental assessment and application are health: A comprehensive happening simultaneous within the musical ForF more information developmental approach to experiences between the child and therapist. contactc John Carpente at assessment and intervention. The improvisation may be in a song form, [email protected] American Psychiatric Association. and/or may consist of using intervals, and/or wwww.therebeccacenter.org Nordoff, P. ,Robbins, C.. & Marcus, D. using just the voice, and/or using a FFor information specific to (2007). Creative music therapy: A particular musical style, and/or harmony, tthe DIR®/Floortime™ guide to fostering clinical etc. In all of its applications, the music is built MModel visit www.icdl.com musicianship. Gilsum, NH: Barcelona around the child’s “being,” while considering Publishers. his/her developmental and sensory profile.

This collaborative approach in merging the

Special Trainings Institutes CMTE Courses

Essential Business Tools for Beyond the Bus: Creating Music Together Teacher Music and Music Training Building a Successful Music Therapy Practice Interventions for Early Nov. 16-19, 2008 Nov. 19, 2008 Childhood Settings 4:30 PM - 2:30 PM 8:00 AM - 3:00 PM Nov. 20, 2008 US$ 425 Free for AMTA Members 1:30 PM - 6:30 PM US$100 NICU Music Therapy Medical Music Therapy: Nov. 19, 2008 Pediatrics and Adults in the The SEMTAP & MT-SEAS: 9:00 AM - 6:00 PM Hospital Settings Music Therapy Eligibility Assessment in Public School AMTA 2008 US $175 Nov. 19, 2008 3:30 PM - 10:30 PM Education US $130 Nov. 23, 2008 Featured 1:30 PM - 6:30 PM US $100 Conference Events Stay tuned and look for the Concurrent Sessions Track focusing on Early Childhood Education. EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 20

The Color of Us: Music Therapy for Young Children Around the World

This panel will be held at the XII World Congress of Music Therapy, Buenos Aires, Argentina in July 2008. Learn from the panelists about the current state of practice, research and education of music therapy for young children and their families in America, Europe, Asia, and Australia.

Dr. Petra Kern

SUNY at New Paltz USA FPG Child Development Institute at UNC Chapel Hill

“Children are the touchstone of a healthy and sustainable society. How a culture treats its youngest members has a significant influence on how it will grow, prosper, and be viewed by others.” Photograph by Don Trull Snapshot of the USA Meisels & Shonkoff

legislation, ethics, and educational Area Demographics background. In the US, public laws (PL. 94-142, 9,826,630 sq km (including 50 states Working with young children and their No Child Left Behind, IDEA 2004) require the and D.C.) or half the size of South families has a long tradition in the United following: America, more than twice the size of States. Considering the diversity and size of • Free and individualized education for all the European Union, slightly larger the country, the profession has developed a children with special needs than China, and about three-tenth of clear profile and clinical practice guidelines • pertinent to early childhood education. Programming/therapeutic services must the size of Africa. Currently, 343 music therapists in the US (or take place in the least restrictive 11% of the AMTA membership) provide environment and with nondisabled children Population services for young children and their families • in the following work settings: child treatment Development of measurable outcomes of 303,824,646 (July 2008 est.) annual academic and functional goals centers, children's day care/preschool • settings, hospices/bereavement centers, Early intervening services should be aimed Ethnic Groups children's hospitals or units, early intervention at reducing the need of special education programs, private music therapy agencies, White 81.7%, Black 12.9%, Asian and in private practice. In terms of trends and recommended practice in 4.2%, Amerindian and Alaska native Early Intervention/Early Childhood Special 1%, native Hawaiian and other The average salary of a music therapist Education, the following shifts influenced music Pacific islander 0.2% (2003 est.) working in early childhood settings is US therapy practice: From child-centered to family- $45,000 depending on the work setting, centered practice, from segregated to region, age, and years in the profession. integrated services, from process-oriented to Median Age Funding for music therapy services comes intentional practice, from fragmented to coordinated services, and from a 36.7 years from diverse sources including facility/ hospital budgets, grants, private pay or multidisciplinary team approach to an state/government funds. interdisciplinary or transdisciplinary team Children under 5 approach. Service delivery models range from Source: AMTA Member Sourcebook 2007. direct to consultative services, including 20,776,000 (UNICEF USA, 2006) individual and group sessions. Children with disabilities: 12.8% (National Center for Disease Control Sources: PL. 94-142; No Child Left Behind; and Prevention, 2001) IDEA 2004; Council for Exceptional Background Information Children 2007 at www.cec.sped.org Source To understand how children with special CIA. The World Factbook. United States. www.cia.gov/ needs and their families are seen in each library/publications/the-world-factbook/print/us.html society, and how therapeutic services are delivered one must look into each countries EARLY CHILDHOOD NEWSLETTER VOLUME 14

Gunsberg, A. (1991). A method for Common Approaches conducting improvised musical play with children both with and without Depending on the work setting and personal developmental delay in preschool philosophies, music therapists in the U.S. apply classrooms. Music Therapy the following music therapy approaches when Perspectives, 9, 46–51. working with young children and their families: Hibben, J. (1992). Music therapy in the • Developmental Approach (e.g., Vygosky, treatment of families with young Bronfenbrenner) and Developmentally children. Music Therapy, 11 (1), 28 - Appropriate Practice (e.g., Bredekamp, 44. NAEYC) Hughes, J., Robbins, B., McKenzie, B., & • Contemporary Behavior Therapy (e.g., Robb, S. (1990). Integrating Skinner, Bandura, Baily, Odom, Wolery) exceptional and nonexceptional • Play-Based Approach (e.g., Linder) young children through music play: A • Nordoff-Robbins Music Therapy (e.g., pilot program. Music Therapy Steiner, Maslow) Perspectives, 8, 52–56. • Early Childhood Music Educations Humpal, M. (1991). The effects of an Programs (e.g., Orff, Dalcroze, Kodaly, integrated early childhood music Kindermusik, Music Together, program on social interaction among Musikgarten) children with handicaps and their typical peers. Journal of Music Common techniques are based on receptive Therapy, 28 (3), 161–177. music therapy (listening, perceiving, Kern, P., Wakeford, L., & Aldridge, D. experiencing, and enjoyment of music) and (2007). ImprovingPhotog rtheaph byperformance Don Trull active music therapy (singing, chanting, of a young child with autism during rhyming, music and movement, free/thematic self-care tasks using embedded song music improvisation, music and other creative interventions: A case study. Music activities such as painting to music, musical Therapy Perspectives, 25 (1), 43-51. drama, or creating instruments). In sessions Kern, P., Wolery, M., & Aldridge, D. (2007). with young children music therapists include Use of songs to promote effective strategies such as simplified independence in morning greeting language, positive feedback, use of prompts routines for young children with and cues (i.e., verbal, gestural, pictorial, autism. Journal of Autism and textural), attention grabbers, repetition, props Developmental Disorders, 37, (e.g., puppets, masks, numbers, shapes, 1264-1271. letters, scarves, feathers, parachutes), and Kern, P., & Aldridge, D. (2006). Using technology/augmentative tools. embedded music therapy interventions to support outdoor play Source: In Humpal & Colwell (2006): Adler, of young children with autism in an 2006; Humpal & Tweedle, 2006; inclusive community-based child care McLaughlin, 2006 program. Journal of Music Therapy, 43 (4), 270-294. Register, D. (2001). The effects of an early intervention music curriculum on Prominent Publications prereading/writing. Journal of Music Therapy, 38 (3), 239–248. An annotated bibliography of articles from Robb, S. (2003). Music interventions and About the Panelist Music Therapy Journals (1990-2005) group participation skills of specifically related to music therapy with preschoolers with visual impairments: Dr. Petra Kern has lived and worked young children in educational settings or Raising questions about music, as a music therapist, researcher and methodologies pertaining to young children arousal, and attention. Journal of educator in Germany, Canada, and can be found in Humpal, M. & Colwell, C. Music Therapy, 40 (4), 266–282. the USA. She specializes in early (Eds.) (2006). Effective Clinical Practice in Standley, J. M., & Hughes, J. (1997). childhood education, inclusion, autism, Music Therapy: Early Childhood and School Evaluation of an early intervention and international aspects of music Age Educational Settings. Silver Spring, MD: music curriculum for enhancing therapy. Currently, she is a Professor AMTA. The following selection is based on an prereading/writing skills. Music for Music Therapy at SUNY at New interview conducted with Marcia Humpal. The Therapy Perspectives, 15 (2), 79–86. Paltz and a Visiting Scholar at the FPG interview is available at Music Therapy Today Standley, J. M. (2003). Music Therapy with Child Development Institute at the (online) Vol. VI, Issue 3, July, 2005, http:// premature infants. Research and University of North Carolina at Chapel musictherapyworld.net. Developmental Interventions. Silver Hill. Petra is the Secretary/Treasurer of Spring, MD: AMTA. the World Federation of Music Colwell, C. M., & Murrless, K. D. (2002). Therapy (WFMT). Music activities (singing vs. chanting) as a vehicle for reading accuracy of children with learning disabilities: A Contact: [email protected] pilot study. Music Therapy Perspectives, 20 (1), 13-19. EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 22

Dr. Simon Gilbertson

Irish World Academy of Music and EUROPE Dance University of Limerick, Ireland

As the therapist asks, ‘What shall we do today?’, the child sings: ‘I’m going back to mummy!’ Picture Curtsey of Ben Prominent Publications European Music Therapy Confederation was Demographics founded as a confederation of professional The following publications represent a Music therapy with young children in Europe music therapy organizations within Europe in limited selection of research and represents a widely diverse and contrasting 1990. research-related topics. The list is not field of application. There are fifty countries exhaustive, but aims to give an (depending on political or physiogeographical impression of the diversity of areas of inclusion criteria) that make up Europe. Music recent research in Europe. Common Approaches therapists in Europe work with young children and their families in diverse settings including There is a varied tradition of music therapy neonatal intensive care units, early approaches within Europe and these have Aasgaard, T. (2000). A Suspiciously constantly reflected the interaction between Cheerful Lady. A Study of a Song's Life in intervention settings, hospitals, rehabilitation educational models and the exploration of the Paediatric Oncology Ward, and clinics, a wide range of pre-school settings, Beyond. British Journal of Music Therapy, medical treatment centers, hospices and new clinical realties. In addition, there has 14 (2), 70-81. designated specialist music therapy centers. been a constant migration of clinicians and researchers to, from and within Europe, Elefant, C. (2003). Enhancing In addition to early pioneering work carried carrying with them the seeds and fruits of Communication Skills of Girls with Rett out with young children with special needs, approaches found all over the globe. Syndrome through Music Therapy. Unpublished doctoral thesis. Institute of music therapists in Europe are developing Instrumental and vocal improvisation, song Music and Music Therapy, Aalborg responses to the contemporary demands creation, music listening, have provided the University. within the European community on early basis for approaches such as creative music childhood. These include the survival of therapy, Orff-Schulwerk music therapy, Gilbertson, S. & Aldridge, D. (2008). Music increased extremes of premature birth, psychodynamically informed approaches and therapy and traumatic brain injury: A light on a dark night. London: Jessica Kingsley challenges to development, physical injury anthroposophic music therapy. Many music Publishers. and disease, abuse, neglect and the effects of therapists in Europe who work with young war and unrest. Increasingly there is a return children have been informed by the Gold, C., Wigram, T., & Voracek, M. to perceiving the young child within their conceptual work of a large number of authors (2007). Effectiveness of music therapy for natural context of the family and to develop including Stern, Klein, Trevarthen, the children and adolescents with psychopathology: A quasi-experimental adequate interventions providing for the needs Papouseks, Winnicott, Bowlby, Ainsworth, design. Psychotherapy Research 17 (3), and wishes of the whole family. Holmes and Bronfenbrenner. 292-300. Noecker, M., Guenter, M., & Riegel, K.P. (1987). The effect of the mother’s voice on the physical activity and the tcPO2 of very Background Information About the Panelist premature infants. Pediatric Research 22, 221-234. State recognition of music therapy as a health- care profession is the main challenge in many Oldfield, A., & Flower, C. (2008). Music European countries to enable reimbursement therapy with children and their families. of music therapy. In only a small number of London: Jessica Kingsley Publishers. European countries is music therapy officially Pavlicevic, M. (2005). Music Therapy in recognized by the State as a health care Children's Hospices. London: Jessica profession as in the UK (HPC) and the Kingsley Publishers. Netherlands. In some European countries, Schwaiblmair, F. (2005). Infant research music therapy is yet to be formally introduced and music therapy: The significance of and others are finding themselves in a Dr. Simon Gilbertson has worked as a music musical characteristics in early mother-child situation of being forced to choose between therapist in England and Germany with interaction for music therapy. Music Therapy joining the professional body of children since 1993. He has extensive Today (online) Vol. VI, Issue 1 (February), psychotherapists to attain state recognition or experience in working with children and 48-59. Available at http:// to remain in a group of other non-state musictherapyworld.net families in neurorehabilitation. He is currently recognized health care professions. Lecturer of Music Therapy at the Irish World Wigram, T. & Gold, C. (2006). Research Academy of Music and Dance, University of evidence and clinical applicability of music Many of the approximately 60 training therapy for autism spectrum disorder. Child courses throughout Europe are recognized by Limerick, Ireland. Care, Health and Development 32, 5, their States and an overarching organization Contact: [email protected] 535-542. of the training exists, the European Consortium of Arts Therapies Education (E.C.Ar.T.E.). The EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 23

Hye Won Chung

Sookmyung Women’s University of KOREA Seoul, Korea TheT creative approaches through music will be a mmethod of awakening the unlimited potentials of young children.

Balkin (1985) Prominent Publications

therapy programs on a graduate level. Since Demographics 2008, Sookmyung Women’s University The following selected master thesis Graduate School offers an innovative non- According to the Public Hearing of the provide an overview of the wide degree music therapy certification for the range of research conducted in Korea. Korean Music Therapy Association in public. December 2007, 688 students graduated from 12 Music Therapy Graduate Schools since 1997. 45% of all music therapy Eun-Young Hwang (2001). Effect of Common Approaches Music Listening with Physical practitioners are working with young children Music therapists in Korea are well educated. Expression on Improving of Emotional in various settings: Music Therapy Centers, Many have extensive knowledge in general Intelligence (EI) for five-year old Developmental Research Centers, Community Centers, Kindergarten and Schools, Hospitals, theories and philosophical frameworks. Music children. therapy approaches applied in early and Others. childhood music therapy include primarily Hae-Won Jang (2001). The Influence Behavioral Music Therapy (Applied Behavior of Music Activity on the Social Analysis) and the Nordoff-Robbins Creative Interaction Behaviors of Music Therapy Model. Music therapy session Developmental Delayed Children in include music listening, instrumental, and the Inclusion Setting. vocal improvisation. Music education approaches such as Orff Schulwerk, Kodaly, Ji-Yeon Song (2002). The Influence of Dalcroze, Gordon’s theory and methods are Musical Activities on Social and also commonly used with young children. Emotional Development of Infants.

Yoon-Gyung Chon (2002). The Music therapists are serving children with Influence of Musical Experience on About the Panelist physical injury and abuse, adopted children, Emotional Intelligence of Kindergarten divorced families, and multicultural families. In Children. Hye Won Chung has worked addition to music therapy in special with young children with Sung-Eun Kim (2003). The Effect of education, the demand of serving children developmental disorders and Musical Activities through Imaginative age birth to five years in general preschool families in various settings Play in Improvement of Creativity of settings is increasing. since 1999. She is a Ph.D. Young Children. candidate at the Sookmyung Women's University, Seoul, Sang-Hee Ahn (2003). A Study of the Korea.KKoKoroorreaea.aa. Relationships between 4-5 year old Background Information Children's Korean Traditional Children Governmental recognition of music therapy as Contact: [email protected] Songs’ Recitation and Syllable a healthcare profession is currently in Awareness. progress. Federal regulation to include music therapy in the special education laws is Ji-Yeon Kim (2003). The Effect of currently discussed. In the public hearing of Interactive Musical Activity on December 2007, the Korean Ministry for Children with Down Syndrome on Health, Welfare and Family Affairs suggested Linguistic Learning Ability to the Korean Music Therapy Association to Improvement. submit documentation describing the qualification and certification of Korean music So-Young Park (2004). The Effect of therapists. The Association is diligently Musical Drama Activities in Young working on the approval. In 1997, Children's Creativity. Sookmyung Women's University Graduate School started the Music TherapyTraining Program with Dr. Byungchuel Choi. Today, there are 12 universities offering music EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 24

Anja Tait

Social Partnerships in Learning Research AUSTRALIA Consortium Charles Darwin University

Through music children “express ideas, their knowledge and life meaning”

Torres Strait (Parents), Australia Snapshot of Australia

Population Demographics General Population: 21 million Indigenous Population: 500,000 (25%) Australian music therapists working in early childhood care and education in 2008

Number of Therapists 90-120 Median Age Workplace conditions part-time, full-time, sessional 36.7 years Settings hospital, hospice, community, childcare, preschool, disability services Service delivery models inter-disciplinary, inter-agency, cild-centred, Children 0-4 family-focused, individual, family, small group, 1.3 million (6.3%) preventative, intervention 4% with disabilities Background Information Valuing Arts “The arts should be an important part Federal and state/territory regulations influence access to and the practices of music therapy with of the education of every Australian young children. In late 2007, Australia had a change of federal government and Prime Minister. child.” (85% of 2,600 people This impacts at all levels of society, as new policies and priorities emerge for early childhood surveyed, across gender, generation, education, health and care, as well as the arts sector. culture, educational level, employment status and income level). Common Approaches Sources Current Australian Government policies and funding priorities emphasize the delivery of Australian Bureau of Statistics http:// programs that strengthen the development and learning of 0-5 year olds. Music therapy practice www.abs.gov.au, and the Australian Institute of in Australia will become increasingly visible in this political climate, representing a range of Health and Welfare http://www.aihw.gov.au/ philosophical standpoints and clinical practices. Examples of contemporary music therapy Costantoura, Paul (2001): Australians and the Arts. practice in Australia include: Federation Press: Australia Council for the Arts. ArtStories http://artstories.cdu.edu.au

About the Panelist Giant Steps Foundation http://www.giantsteps.net.au/ AnjaA Tatit works as consultantc music Music Together, Uniting Church of Australia therapistt in cross- http://www.mca.org.au/fileadmin/user_upload/mpfl_pdfs/Music_Together_report.pdf culturalc contexts, in http://www.connections.org.au/index.php?option=com_content&task=view&id=35&Itemid=36 maternalm and child health,h early Nordoff Robbins: Golden Stave Music Therapy Centre childhoodc http://www.nordoff-robbins.com.au/contentsMain.asp?CatID=15 intervention,i educatione across the Pediatric music therapy programs in hospitals in major capital cities of Australia stagesst of schooling, http://www.rch.org.au/musictherapy/index.cfm?doc_id=1075 and palliative and bereavement care. Her http://www.health.qld.gov.au/rch/ practice and research focuses on enabling http://www.kidswithcancer.org.au/hospital%20achievements.htm individuals, families and communities to http://www.chw.edu.au/prof/services/allied_health/ participate in active artmaking (music, http://www.sch.edu.au/departments/allied_health/ movement, visual arts) for learning and http://www.wch.sa.gov.au/services/az/divisions/paedm/clinhaem/index.html wellbeing across the lifespan.

Contact: [email protected] Sing and Grow, Playgroup Queensland http://www.playgroupaustralia.com.au/qld/index.cfm?objectid=DC19F14A- E41A-0CF5-77C3D0D601E6EC70 EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 25

Prominent Publications A growing body of Australian literature is now evident in the fields of early childhood intervention, early childhood care and education, music education and music therapy. Some prominent articles follow, sourced across disciplines. Music Education Barrett, Margaret (2003). Meme Engineers: Children as Producers of Musical Culture, International Journal of Early Years Education, 11(3), 195-212, Oct 2003. De Vries, Peter (2004). Exploring the piano from the ages of eight to thirty six months: implications for infant and toddler music development, in the peer-reviewed proceedings of the Australian Association for Research in Music Education Annual Conference, pp107-115. Wright, S. (2003). The arts, young children, and learning. Boston, MA: Pearson. Early Childhood Care and Education Elliott, Allison (2005). Creative Arts (Editorial). Every Child, 11(2), Autumn 2005. Rankin, Beth (1999). Mother and baby: The positive benefits of active music making to a child’s musical development and learning, in the peer-reviewed proceedings of the Australian Association for Research in Music Education Annual Conference, pp269-272. Southies, Louie & Larkin, V (1998). A comparison of the responses of four year old children to music and movement experiences in two different contexts: a specialised music program and as part of a daycare curriculum, in the peer-reviewed proceedings of the Australian Association for Research in Music Education Annual Conference, pp101-108. Early Childhood Intervention/Music Therapy Chen-Hafteck, L (1996). Music and language development in early childhood: Integrating past research in the two domains. Early Child Development and Care, 130, 85-97. Shoemark, H. (1996). Family-centred early intervention: Music therapy in the playgroup program. The Australian Journal of Music Therapy, 7, 3-15. Skewes, K. & Thompson, G (1998). The use of musical interactions to develop social skills in early intervention. The Australian Journal of Music Therapy, 9, 35-44. (abstract) Tait, A & Blight, C (1998). Creatively Communicating: The music in language & the language in music. Published in the conference proceedings of the 3rd National Conference of Early Childhood Intervention Australia, Sydney, September 1998. Tait, A & Blight, C (2000). Making Magic! A multi-sensory approach to early language acquisition. Published in the Conference Proceedings of the 4th National Conference of Early Childhood Intervention Australia, Brisbane, August 2000. Wilmot, Catherine. (2004). Sound Communication: Music for Teaching Oral Language Skills.Perth , WA: Music Therapy Matters . Children in Hospital/Music Therapy Calabro, J., Wolfe, R., & Shoemark, H. (2003). The effects of recorded sedative music on the physiology and behavior of premature infants with a respiratory disorder. The Australian Journal of Music Therapy, 14, 3-19. (abstract). Daveson, B. (1999). A model of response: Coping mechanisms and music therapy techniques during debridement. Music Therapy Perspectives. 17(2), 92-98. Edwards, J & Kennelly, J. (1999). Clinician’s Manual – Music therapy for children in hospital. University of Queensland Printery, St Lucia, Brisbane. Edwards, J. & Kennelly, J. (2004). Music therapy in paediatric rehabilitation: The application of modified Grounded Theory to identify techniques used by a music therapist. Nordic Journal of Music Therapy, 13(2), 112-126. Han, P. (1998). The use of music in managing pain for hospitalised children. The Australian Journal of Music Therapy, 9, 44-56. (abstract) Kennelly, J. (2000). The specialist role of the music therapist in developmental programs for hospitalised children. Journal of Pediatric Health Care, 14 (2), 56-59. Kennelly, J. & Edwards, J. (1997). Providing music therapy to the unconscious child in the paediatric intensive care unit. The Australian Journal of Music Therapy, 8, 18-29. (abstract) Rosenfeld, J. V. & Dun, B. (1999). Music therapy in children with severe traumatic brain injury (pp. 35-46). In R.R. Pratt & Grocke, D.E. (Eds). MusicMedicine 3. MusicMedicine and music therapy: Expanding Horizons. Melbourne: University of Melbourne. Sheridan, J. & McFerran, K. (2004). Exploring the value of opportunities for choice and control in music therapy within a paediatric hospice setting. Australian Journal of Music Therapy, 15, 18 - 32. Shoemark, H and Dearn, T (2008). Keeping parents at the centre of family centred music therapy with hospitalized Infants. Australian Journal of Music Therapy, 19. Shoemark, H. (2004). Family-centred music therapy for infants with complex medical and surgical needs. In M. Nocker- Ribaupierre (Ed.), Music therapy for premature and newborn infants (pp. 141–157). Gilsum NH: Barcelona Publishers. Shoemark, H. (1999). Singing as the foundation for multi-modal stimulation of the older preterm infant (pp. 140-152). In R.R. Pratt & Grocke, D.E. (Eds). MusicMedicine 3. MusicMedicine and music therapy: Expanding Horizons. Melbourne: University of Melbourne. EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 26

3. Speak the words of the Cymbal Song rhythmically. 4. Next, call out each child’s name followed by a loud crash of the named Activities child’s cymbal and your cymbal. Materials One cymbal for each child

Goals • to increase name orientation • to increase attentive behaviors The Cymbal Song Cymbal Song Words by Garrett Stanton BY GARRETT STANTON, MT-BC Behavior Observation

The child will Description • recognize and respond to her/his name This is the Cymbal Song, • crash the cymbal of the music therapist The Cymbal Song utilizes the cymbals as come and play along, musical reinforcement for engaging in musical play. The purpose of this rhythmical game is Adaptations for children to improve attending behaviors Once attentive behaviors and name This is the Cymbal Song, and name orientation while engaging in orientation are learned, children can be cued come and play along. social interactions. to crash each other’s cymbal when their name is called out. When you hear your Directions Note 1. Show the children the cymbals and allow name, we make a crash, them to explore the musical instrument. The original music of the Cymbal Song can 2. Model the “ready position” by holding be obtained by contacting Garrett Stanton at one cymbal on your lap and invite the [email protected] And we can all play children to imitate you. along.

Pass the Bean Bag Materials One bean bag BY KRISTEN BAUM, MT STUDENT SUNY at NEW PALTZ Goals • to pass a manipulative object appropriately Description • to name other students • to improve verbal communication with peers The purpose of the Pass the Bean Bag song is to name peers and to pass on objects. Behavior Observation The child will Directions • pass the bean bag 1. Arrange the class in a circle format. • name students in classroom when the music 2. Give the child sitting next to you the bean stops bag and start the song. • sing along by saying, “Hello (child’s name)” 3. Instruct children to pass the bean bag to the person sitting next to them when the directions are given in the song. Adaptations 4. When the music stops, ask the children, If there are more than 10 students in the “Who has the bean bag?” and wait for a classroom then naming all the children will be response. time consuming, therefore in the beginning A copy of the music score can be obtain 5. Continue with the song after students say, “Because there is so many of you, I need by contacting Kristen Baum. have named the target child and repeat special help naming some students. Can you from the beginning. help me name the students?” This will focus the 6. End song with “Thank you so much for importance of naming the students rather than helping me remember your names!” and having the bean bag and being named. move onto next circle time activity. Kristen Baum can be contacted at [email protected] EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 27

Props and Toys in Prop Song Objectives Early Childhood Music Therapy Peek-a-boo by Lynn Kleiner Children will come out on cue. BY WENDY ZIEVE, Scarves MA, MT-BC

You are a Grand Old Flag or Children will march and wave Flags any other patriotic song flags to the beat.

Train is a Coming Children will link train cars up, Train Cars name them and their colors.

As music therapists we Let’s Go Walking Children will find action words effectively use our voice, Puppets (such as rolling, eating, kissing, instruments and props to hugging, jumping) for the establish contact and elicit puppets to do. responses from our clients. Very young children learn best through play and are drawn to hands-on toys and props, Coconut Soap Coconut Soap by Frank Leto Children will smell on cue and textures and colors. Our tool use soap to pretend washing kit can include toys to facilitate body parts. imaginative play, fine motor skills, sorting, matching, labeling, sharing, turn taking Today is Monday or Children will label the foods and joint attention. Using Plastic foods Going on a Picnic and find them on cue. prompts within songs can initiate play, then improvised songs can reflect on what just Going on a Trip Children will label the clothes, happened and what you want Doll Clothes find them on cue, and dress a to embellish. Those of us who doll. are parents of young children probably have these props around the house. Those who When I Build my House by Children will sequence four don’t can keep their eyes open Plastic Tools Parachute Express tools in the order of the song. for yard sales and there is always eBAY. Johnny Works with One Children will keep a steady For more information related Plastic Hammers Hammer beat. to the song choice or other ideas, please contact Wendy Zieve at Shoemaker Dance by Children will sew, hammer and [email protected] Plastic Hammer Shenanigans dance. and Big Plastic Needles EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 28

Hokey Pokey Hello

BY BETH MCLAUGHLIN, LCAT, MT-BC

Directions Establish the circle with the following chant

Shake the circle, ch ch ch ch ch ch ch ch ch

q e. x q e. x q q q

And then relax. poo, poo, poo, poo, poo, poo, poo, poo, poo

q e. x q e. x q q q

Begin singing the song. Stretch the stretchy band so it’s behind one of the students. They may choose to stand inside the circle or stay in their chair. If seated make sure the stretchy band has contact with the student to give them input during the song. If they resist the contact, stretch it beyond their chair so they’re still included. This is a really fun and non-intrusive way to include and acknowledge students who do not initiate participation due to apraxia, physical limitations or behavior.

Materials Stretchy band

Environment Students seated or standing in a circle holding the Stretchy band.

Contact

Beth McLaughlin can be contacted atat [email protected]

Check also out her website http:/cdbaby.com/cd/bmclaughlin EARLY CHILDHOOD NEWSLETTER VOLUME 14 PAGE 29

A Publication of the Editor Dr. Petra Kern AmericanA Music MT-BVM, MT-BC, MTA

TherapyT Association's Email Early Childhood [email protected] Network Graphic Design Petra and her imac

The newsletter is available at www.musictherapy.org

NewwP Publications bliti

COMPILED BY DR. PETRA KERN, MT-BVM, MT-BC, MTA Brief The following articles reflect a selection of publications in early childhood music therapy published during 2007-2008. Colleagues are encouraged to send their publication for future Guidelines for inclusion in this annual list. Authors

Abad, V. & Williams, K. E. (2007). Early Intervention music therapy: Reporting on a 3-year project to address needs with at-risk families. Music Therapy Perspectives 25 (1), Topics 52-58. Research reports, governmental issues, Darrow A.-A. (2007). Looking to the past: Thirty years of history worth remembering. Music reviews, intervention ideas, conference Therapy Perspectives, 25 (2), 94-99. announcements and reports, music therapy Dun, B. (2007). Journeying with Olivia: Bricolage as a framework for understanding music events, new products, grant opportunities, therapy in pediatric oncology. Voices: A World Forum for Music Therapy. Retrieved June 7, 2008, from http://www.voices.no/mainissues/mi40007000229.php and/or other items related to early Farnan, L.A. (2007). Music Therapy and Developmental Disabilities: A glance back and a look childhood music therapy (age zero to forward. Music Therapy Perspectives, 25 (2), 80-85. five). Geist, E., & Geist, K. (2008). Do re mi, 1-2-3; That's how easy math can be. Young Children, 63(2), 20. Hilliard, R. E. (2007). The effects of Orff-based music therapy and social work groups on Form & Style childhood grief symptoms and behaviors. Journal of Music Therapy, 44 (2), APA Publication Manual (2001), Arial, 12 123-138. point font, no markups, no formatting. Kern, P., & Snell, M. A. (2007). Songbook Vol. 1: Songs and laughter on the playground. Submissions should include a title, Santa Barbara, CA: De La Vista Publisher. author(s)’ name(s), credentials, Kern, P., & Wakeford, L. (2007). Supporting outdoor play for young children: The zone model and affiliations, an email address, and a of playground supervision. Young Children, 62 (5), 12-16. Kern, P., Wakeford, L. & Aldridge, D. (2007). Improving the performance of a young child short reference list or website links if with autism during self-care tasks using embedded song interventions: A case study. appropriate. Preferred article length is Music Therapy Perspectives, 25 (1), 43-51. 250-1000 words. Kern, P., Wolery, M., & Aldridge, D. (2007). Use of songs to promote independence in morning greeting routines for young children with autism. Journal of Autism and Photographs Developmental Disorders, 37, 1264-1271. Nicholson, J. M., Berthelson, D., Williams, K., & Bradley, J. (2008). Impact of Music Therapy Pictures of clients, authors, or to promote positive parenting and child development. Journal of Health Psychology, other visual materials are 13 (2), 226-238. desirable. Photo releases must be obtained and sent to the Register, D. & Humpal, M. (2007). Using musical transition in early childhood classrooms: editor along with the article. Three case examples. Music Therapy Perspectives 25 (1),25-31. Schwartz, E. (2008). Music, therapy, and early childhood: A developmental approach. Gilsum, NH: Barcelona Publishers. Examples Walworth, D. D.(2007). The effects of developmental music groups for parents and premature Previous issues of the EC or typical infants under two years on parental responsiveness and infant social Newsletter are available at development. Unpublished doctoral dissertation, Florida State University, Florida. www.musictherapy.biz under Early Childhood Network. Thank you to all contributors of this year’s newsletter. Next Submission The information contained in this newsletter does not necessarily reflect the opinion of by May 15th, 2009. AMTA, the EC network co-chairs, or the editor.