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Decreasing Bedtime & Morning Stress

Decreasing Bedtime & Morning Stress

Many parents know the challenge of getting their children to wind down and finish necessary tasks before bed each night.  They also will attest to the struggle each morning with dressing, eating, gathering the necessary items for the day, and getting out the door on time.  Now imagine adding to your morning and nighttime routine a child who does not attune to everyone else’s activities, a child with Autism, Down Syndrome, ADHD, Anxiety Disorders, or Depression. Let’s face it, parents are exhausted by the end of the day and have a list a mile long to start the new one, so one or more children not moving at the pace the parent needs can cause incredible stress for everyone in the house.  

What are the options for families?  All children, whether they are typically developing or have developmental disabilities and neurodiversity, may struggle with mood regulation, staying on task, time management, working memory, and many other executive functioning deficits that make nighttime and mornings difficult.  There are two areas that this blog will focus on in hopes of helping parents who feel like it’s time to throw in the towel.  For those who feel that they have tried everything, we want to suggest that you combine these two important elements: the best routine and most supportive genre of music.  

As Licensed Creative Art Therapists and Board-Certified Music Therapists, the staff at Upstate Music Therapy Center LLC know the power of predictability.  Some of the children we work with in classrooms are greeted with a transition song. It is sung to a comfortable walking pace so that the social greeting and message of needing to move from the class to another environment is managed through the song and rhythmic pulse.  Using a technique such as this for certain children can mean the difference between a smooth transition to another space or a complete meltdown.  Once in the session the therapist also recognizes that the predictable schedule allows the child to move comfortably and more independently as they learn their role within the routine.  This many times includes a visual schedule.  Through this process the therapist needs to give fewer prompts and the child’s self-esteem and level of accomplishment improves. How does this information help a parent in their home?    

Empowering your children to co-create a routine for their nighttime and morning allows the child to select items for their schedule that they most prefer.  Perhaps they would like their favorite stuffed animal to sit and watch as they brush their teeth, they participate in deciding what foods will be available on the quick breakfast food menu options for each day or decide if they will fill their backpack for the next day before dinner or after dinner. Offering choices and providing a visual aide of the routine is helpful.  This can include a checklist in a notepad, picture icons for younger children, or a schedule posted on their wall.  Having a visual guide to keep your child on task and increase their level of independency is a win for all.   

The other important element is using music with your children to support the level of focus, relaxation, or stimulation required for the activity that they need to engage in. Again, involving your child in making the music selections, especially for older children will be very important.  However, they may not realize how the music they are listening to impacts them physiologically, behaviorally, or emotionally.  A study on how particular genres of music impact a person’s heart rate can shed some light on what styles of music to listen to prior to sleep and when we want them to have an increase in energy to complete tasks.   

Does Music Affect a Persons Heart RateDavid Sills, Amber Todd (Emerging Researchers) Dayton Regional STEM School, Dayton, Ohio; Wright State University, Dayton Ohio 

In this study they use the following genres classical, 125 bpm; electronic, 119 bpm; jazz, 154 bpm; world, 124 bpm; RnB, 99 Bbpm; rock, 79 bpm and as you can see in Figure 4 classical and electronic music was the two styles that brought down the high school students heart rates reflecting the most relaxed stateStudies have suggested that an ideal resting heart rate is between 60-100 beats per minute and may drop lower than 60 bpm when in deep sleep.  It makes sense to use music prior to bedtime that reduces our heart rate in preparation for sleep. You might be surprised to see in Figure 4 that although the rock music had the slowest bpm it produced the highest heart rate 

Dopamine is a neurotransmitter made in the brain. Basically, it acts as a chemical messenger between neurons. Lack of dopamine can make you sleepybut not sleeping may also lower your dopamine.  We also know that levels of dopamine can increase up to 9% higher when listening to music that is enjoyed.  It’s involved in reward, motivation, memory, attention and even regulating body movementsWhen dopamine is released in large amounts, it creates feelings of pleasure and reward, which motivates you to repeat a specific behavior.  Allowing your child to select a playlist for their morning routine will increase their dopamine and motivation to complete tasks that are rewarding.  What is the reward for getting their morning time or bedtime routine complete without resistance?  The music itself may be rewarding enough, however some children do best with a reward system such as stickers on a chart for each morning and nighttime they follow their schedule. At the end of the week, they receive a reward.  

Perhaps your child does well with timers.  The example below, one for 20-minute nighttime routines is one of the many options available online.  Music preferences are important so include your children in making the selections right for them.  Enjoy creating routines and finding supportive music to lessen the stress in your home. 

Becoming MT-BCs: Presented by Casey Kunzer, MT-BC

Becoming MT-BCs: Presented by Casey Kunzer, MT-BC

This blog was written by Casey Kunzer, MT-BC  On March 1st myself and my colleague Lauren had the opportunity to attend and present at SUNY Fredonia’s Mini Music Therapy Conference. Our presentation, “Becoming MT-BCs,” aimed to educate and empower student music...

World Music Therapy Week 2024

World Music Therapy Week 2024

This blog was written by Robin Neary and Amy Thomas.  Happy World Music Therapy week! It brings us joy to know that all around the world music therapists are coming together to celebrate and educate our communities on our profession. This year, Upstate Music Therapy...

Current Events: Marcus Whitman Community Partnership Event

Current Events: Marcus Whitman Community Partnership Event

This blog post was written by Robin Neary, MT-BC This month, Upstate Music Therapy Center employees Robin Neary, MT-BC, Jamie Swieringa, MT-BC, and Casey Kunzer, MT had the pleasure of attending Marcus Whitman School District’s Community Partnership Event. Families,...

Neurodiversity and Music Therapy

Neurodiversity and Music Therapy

Have you heard of the word neurodiverse?  Judy Singer came up with this term in the late 1990s.  Judy is a sociologist who learned, after recognizing her differences from other children her age, that she was on the autism spectrum.  Judy never considered herself to be disabled, but different in the way she perceived and navigated the world.  Her brain functioned in a way that created tense moments when it came to socializing and navigating school.  The lack of understanding by others and her own confusion on how to feel about her brain processing differently than her peers created some challenging times for her over the years.  

Once Judy began to embrace that there is diversity in the way that people learn, this allowed her to begin seeing the world in a different way.  Disabled turned into diverse, a much more positive and accepting term.  Instead of posing the question, “What is wrong with her?” we can now look through the lens of neurodiversity and instead ask, “What is different about her?  With the understanding that all children learn in different ways and that diversity makes each child unique, a path was carved to begin building resilience, self-confidence, and hope for the future.  

Individuals who are neurodiverse, as all children and adults, have a range of learning needs.  In some cases, these include improving motor and communication skillsAs we look at these two areas you will note the natural and obvious aspects of music that pair beautifully for skill development in neurodiverse individuals.  Board Certified Music Therapists are trained to complete assessments and create specific plans regardless of the persons learning style, limits, and abilities.  Music Therapists work with individuals of all ages, however, for this blog, we will focus on the learning needs of children.  

Children move at a functional pace of about 120 to 135 beats per minute, which is faster than adults.  For children who struggle with gross motor movement, the rhythm of a song played using the tempo that most accompanies a natural gait provides wonderful support for working on motor needs.  As a child marches, walks, or jumps to a steady beat, their body becomes increasingly organized, allowing them to feel more confident and steadier.   

When neurodiverse children find themselves unable to use their right and left hands together to complete a project in class, they become frustrated and many times give up.  The music therapist offers the child malletsrhythm stickspianoguitar, and other instruments requiring two-handed motor movement.  As they play along to a piece of music, they engage for a sustained amount of time to rehearse the movement. Because their brain recognizes the structure of the song, when it will begin and end, they successfully complete the song, many times without requiring a break.  This success can then be carried over into the classroom when participating in a non-music task.    

Using language in a functional way to communicate and have engaging interactions with others is vital for human beings.  For individuals who are neurodiverse, they might struggle with the ability to have a reciprocal conversation with a classmate or friend using language.  Neurological differences present unique challenges, particularly related to communication. A child who has neurological challenges may have a limited understanding of how, when, and why they interact verbally with a peer or teacher.  A few areas for consideration are timing, pacing, and processing.  Music Therapy creates a setting for individuals with neurodiversity to practice these three areas.   

For children experiencing speech and language problems, rhythmic singing can provide pathways to circumvent damaged neural networks. This is possible because music is received by both hemispheres in the brain and can be incorporated into therapy for challenges such as apraxia, aphasia, stuttering, or even getting a nonverbal child to utter their first syllable.  

To illustrate, a nonverbal child might try to hum or sing (possibly on “la la”) two notes of the singsong notes of childhood.  The therapist will time this intervention to determine a music tempo, which aligns with the rate at which the child can successfully create the vocal sounds.  This occurs when the child is in an environment that is safe and stress-free to assure that the vocal sounds will freely flow with less potential for vocal restriction. The goal is to increase the pace, as appropriate, to eventually match a typical rate of speech.  Pauses in music are just as powerful as the musical sound itself.  It is in the pauses that the neurodiverse child has the opportunity to process what comes next, prepare their mind and mouth to produce the next sound, and wait when necessary for a peer to take their turn to vocalize. This is the beginning of reciprocal communication, a musical conversation.  Vocalizing back and forth on melodic notes, learning when to speak and when to wait.  The therapist assists the child in progressing to greeting words and responses to those greetings as they are sung back and forth between the children.   

We must always remain cognizant that each person is individual, and what works for one may not work for another.  This is where a Board-Certified Music Therapist’s training is imperative.  Music therapy sessions with clients are always changing according to the child’s need within the session and how they respond to any given technique.  A Music Therapist can change the key to the music, the tempo, the style, and the dynamic in a way in which to meet the need and create opportunities for successful participation.   

For more information on Music Therapy and the Neurodiverse child please click on CONTACT US and send us a message.  

   

Becoming MT-BCs: Presented by Casey Kunzer, MT-BC

Becoming MT-BCs: Presented by Casey Kunzer, MT-BC

This blog was written by Casey Kunzer, MT-BC  On March 1st myself and my colleague Lauren had the opportunity to attend and present at SUNY Fredonia’s Mini Music Therapy Conference. Our presentation, “Becoming MT-BCs,” aimed to educate and empower student music...

World Music Therapy Week 2024

World Music Therapy Week 2024

This blog was written by Robin Neary and Amy Thomas.  Happy World Music Therapy week! It brings us joy to know that all around the world music therapists are coming together to celebrate and educate our communities on our profession. This year, Upstate Music Therapy...

Current Events: Marcus Whitman Community Partnership Event

Current Events: Marcus Whitman Community Partnership Event

This blog post was written by Robin Neary, MT-BC This month, Upstate Music Therapy Center employees Robin Neary, MT-BC, Jamie Swieringa, MT-BC, and Casey Kunzer, MT had the pleasure of attending Marcus Whitman School District’s Community Partnership Event. Families,...

Masked Communication: Helping Young Children

Masked Communication: Helping Young Children

Young children look for emotional cues from caregivers to help interpret the environment. They rely on their caregiver’s facial expressions, tone of voice, and body posture to identify and understand emotions.  There is much controversy on mask-wearing and at what age do children need to be masked in public.  Regardless, our young children are being exposed to environments where they many times cannot see the bottom portion of the other person’s face, causing difficulty for them to fully understand what is being communicated.  In some cases, they are having a difficult time socializing with their peers, which is especially frustrating for them.

Below are a few ideas and tips for helping children identify emotions when your face, your most expressive feature, is covered by a mask. Use these strategies to let children know that behind the mask, a kind and warm expression is still there!

  • Practice emotional expressions with a mask on in front of a mirror. Pay attention to facial cues that can be seen, body movements, and hand gestures.
  • Incorporate some simple ASL when teaching emotions. Here is a video to get you started:

  • Direct children to look at your eyebrows, eyes, body movements, and gestures when talking about emotions. For example, “Look, I am happy. You can’t see my mouth smile, but my cheeks lift up, my eyes crinkle, and my shoulders and arms look like this.”
  • Increase the use of gestures throughout the day and when talking about emotions (e.g., shoulders shrugged for sad, arms out to indicate a happy mood).
  • Talk about your feelings as much as possible (e.g., “I am feeling happy that it is almost time to go outside and play.”; “I am feeling sad that it is raining right now.”; “I am feeling excited that we have a new toy in centers today.”).
  • If using an emotion check-in, encourage all adults in the classroom to participate and check-in when the children do.

Click here for “This is How I Feel Today” visuals.

  • Be sure to face children and remain nearby when talking to them while wearing a mask. Wearing a mask muffles the speaker’s speech, which can make it more difficult to understand what is said.
  • Provide an activity for children to practice wearing a mask and making different faces while looking in a mirror or at each other. Point out how their face looks (e.g., eyes, eyebrows).

 

If your child is experiencing a difficult time with the many changes COVID-19 has created feel free to use the Contact Us Link to speak with one of our therapists.  We have many services that might be helpful.  

Book: Over the Rainbow

Book: Over the Rainbow

This blog post was written by Kayla Davitt, MT-BC

 

Sunshine on my face. Rainbows in the sky. Smiles on the faces of friends and family. This is what I picture summer to be like. However, in these tumultuous times, I often find myself forgetting to smile or to take a moment to appreciate the simple things in life. But, all that changed when I picked up Over the Rainbow by Judy Collins.

 This book is full of beautiful illustrations (painted by Eric Puybaret) that are sure to put a smile on anyone’s face, young or old! Most of us have seen the classic movie “The Wizard of Oz” with Judy Garland. This book takes the famous song “Somewhere Over the Rainbow” and transforms it into a storybook that you won’t want to put down!

 At UMTC, we strive to encompass a child’s whole being through music. Now more than ever, it is imperative to focus on the mental health of our children. Staying at home can be quite challenging, especially when children are used to going to school every day. Reading Over the Rainbow with your child will encourage them to participate in a learning activity using music.

While reading this book or listening to the song and following along, your child will be able to practice a variety of skills such as answering questions and taking time to self-reflect. Here are a few suggestions to follow when reading this book with your child:

Self-reflection

Even though we are in the midst of uncertain times, it may be helpful to encourage your child to engage in some self-reflection. What are some troubles or difficulties they are having while staying home? How does it make them feel? What would their “happy place” look like? Though these questions are geared more towards older students, younger students will still benefit from taking time to identify how they are feeling and what makes them happy.

Answering questions

This book is full of abstract pictures: a woman walking across a rainbow, bouncing from moon to stars, and flying with birds in the sky. Don’t be afraid to ask your child questions that will challenge their thinking. Are people able to fly like birds in the sky? How? Can a person walk on the moon? What would they need? Questions like these will encourage your child to think outside of the box while practicing their problem-solving skills.

Share your memories – Make it personal!

Do not be afraid to share your memories of hearing this song when you were a child. Explain to your child how this song makes you feel. Maybe express your thoughts and feelings about having to stay at home during this pandemic. Show your child how to self-reflect and identify their feelings.

 

Feel free to sing this song while reading the book or listen to this version performed by the famous Ella Fitzgerald:

 

We hope you enjoy using this book in your homeschooling adventures! For more resources and activities to use with your children, please visit our “Resources” tab located at the top of the page.

If you are interested in purchasing Over the Rainbow, click here to find it on Amazon.

Happy reading!

 

Groovy Joe Ice Cream and Dinosaurs

Groovy Joe Ice Cream and Dinosaurs

A dog. A guitar. Ice cream. Dinosaurs. All in one story! We are excited to share with you a wonderful and entertaining storybook geared towards young children. Written by Eric Litwin (author of Pete the Cat: I Love My White Shoes), the storybook Groovy Joe Ice Cream and Dinosaurs focuses on the concept of sharing in a fun and unique way!

When we meet our main character, Groovy Joe, he is living the life – with a guitar, a spoon, and some ice cream. He is interrupted by unexpected visitors who want their share of his ice cream. Groovy Joe’s answer? “It’s awesome to share!” Throughout the story, events occur that will encourage your child to anticipate what comes next and think outside of the box.

As a music therapy agency, we are always looking for ways to assist children in practicing a variety of skills, from color and number identification to appropriate ways to communicate in social settings. Groovy Joe Ice Cream and Dinosaurs focuses on social interactions, problem-solving, and the importance of sharing. If you find yourself in need of some fun and engaging activities to do with your young children, we have a few tips for how you can use this storybook to your advantage. While reading Groovy Joe Ice Cream and Dinosaurs, keep in mind these suggestions:

1. Use your body!

Children are often more engaged and are more likely to pay attention if you make reading fun for them. This book affords you many opportunities to exaggerate your facial expressions and body movements to add to the story. Don’t be afraid to roar like a dinosaur, stomp or smash with your feet, and dance around with your child!

2. Use silence to enhance the story.

 There are many instances where you can lead your child to an answer or help them anticipate what is going to happen next. Don’t be afraid to use silence!

3. Pair a fun and engaging song with the story.

 Singing and reading with your child is an effective way to keep their attention and to bring a smile to their face while you read. Kayla Davitt, an employee at UMTC, has created an original melody to use within the story:

We hope you enjoy this book! For more resources and activities to use with your child, please explore our “Resources” tab on the top menu.

If you are interested in purchasing Groovy Joe Ice Cream and Dinosaurs to use in your homeschooling adventures, follow this link to Amazon: https://www.amazon.com/Groovy-Joe-Ice-Cream-Dinosaurs/dp/0545883784

This blog was submitted by: Kayla Davitt 

 

The Planets: A Story Orchestra

The Planets: A Story Orchestra

Blog post written by Abby Hamel On April 8th, 2024, an out-of-this-world event will occur: the solar eclipse! Rochester is lucky enough to be in the path of totality for this eclipse and I can feel the excitement around me. The Planets by Helen Mortimer is the newest...

The Improve Your Mood Playlist

The Improve Your Mood Playlist

Blog Written By Rebecca Szalay  Do you ever notice when you are feeling down that you gravitate towards music that reflects that mood? How about when you’re excited?  Do you change the music if a slow or sad song comes on because you feel happy?  Music has the ability...

6 Creative Summer Activity Ideas

6 Creative Summer Activity Ideas

Written by Amy Thomas, MT-BC, LCAT Who needs summer ideas for your children and family? In this blog you will find fun, creative, and simpleideas for the summer months. Keeping it simpleWe’re aware that simple for one person may not be simple for another. For this...

Bringing Music into Homes ♪ A Collaboration

Bringing Music into Homes ♪ A Collaboration

In response to school closings and cancellations, Upstate Music Therapy Center has been modifying and adapting our services to meet our community’s needs. First and foremost, we are expanding our services to increase access to online musical experiences and therapy.

UMTC is excited to work with other agencies in the Rochester community to continue providing quality music therapy services. In the past year, we were grateful to establish a relationship with Autism Up, a local non profit agency. Since 2004, Autism Up has been working towards their mission to “support individuals with Autism Spectrum Disorder, and their families, by expanding and enhancing opportunities to improve quality of life.”

The members of Autism Up believe that “Every climb begins with a step.” As a therapeutic community, we are all taking these first virtual steps together.

Upstate Music Therapy Center is looking forward to our first collaboration event in response to COVID-19. On Monday March 30th at 1:00pm, we will be hosting a free Facebook Live event through Autism Up. Our very own Victoria Moore, MT-BC will be leading the musical experience. The focus of this Live group is to provide support for families at home as they navigate the uncharted waters of homeschooling. Victoria’s musical interaction with the Autism Up community will be designed to meet a range of ages and abilities, with a focus on music and movement.

Facebook Live is a unique platform. Unlike many live events, participants are able to send messages to the speaker to address in real-time. It is our hope that through this collaboration we can expand our ability to provide new and accessible music experiences for individuals to access from home.  We encourage you to check out the Autism Up Facebook and gather your kids to watch the live event this coming Monday. 

If you are interested in pursuing additional online musical opportunities with Upstate Music Therapy Center, please check out our updated services and resources.