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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.  

   

What Does a Music Therapy Session Look Like?

What Does a Music Therapy Session Look Like?

Blog post written by Katie Pistilli. Music therapy is a creative arts therapy. As creative arts therapists, music therapists work to harness the power of music and creativity to address their client’s non-musical goals. These goals could be related to speaking,...

Science and Music: A Partnership that Changes Lives

Science and Music: A Partnership that Changes Lives

Written by Katie Pistilli Would you ever go to a doctor or physician of any kind, whose practice doesn’t value and implement current research and scientific evidence? My guess is, you probably wouldn’t. Our health and wellbeing is important and we want to be...

Book: Snuggle Puppy

Book: Snuggle Puppy

Blog post and recording by Kayla Davitt, MT-BC 


Valentine’s Day is a day to celebrate love. Boxes of chocolates, flowers, and cards are a few examples of gifts that come to mind. For myself, I never would have thought to give the gift of a book for Valentine’s Day. However, Snuggle Puppy by Sandra Boynton is the PERFECT gift if you are a parent to a young child. This book does not distinguish whether the parent dog is a mother or father which makes it readable for all parents. 
 

snuggle puppy

The simplicity of this book is one of the characteristics I admire most about it. While reading Snuggle Puppy with your young child, take advantage of the wonderful illustrations. The pages of this storybook are filled with images of a parent dog and its puppy. Explain to your child that the parent dog is taking care and loving the puppy, just like people do. You can also expand the discussion with your young child: What is the puppy making at the beginning of the story? What are some of the activities pictured throughout the book? How can you tell the parent dog loves its puppy?  

I adore that this storybook is intended to be sung as a lullaby! Because of the way the words are written, it can easily be sung or rhythmically spoken. Feel free to add your own creativity or create your own melody while using this book with your child. If you prefer to use a pre-recorded version, below is a recording of the song, sung by Eric Stoltz, originally composed by Sandra Boynton: 

To add to this storybook, you’ll find below an activity to make a puppy out of hearts. Your child can practice many fine motor skills in this activity, such as coloring, cutting, and pasting. This activity will also allow for creative self-expression for your child. Encourage your child to color the puppy however they would like! 

Heart Puppy Activity

We hope you enjoy using this storybook in your child’s schooling adventures, whether they be attending in-person, remotely, or both! 
 

If you wish to purchase this book on Amazon, click here. 

 Happy reading! 

The post Book: Snuggle Puppy was written by Kayla Davitt and first published on Upstate Music Therapy Center.

Back-to-School: 5 Songs to Overcome the Transition

Back-to-School: 5 Songs to Overcome the Transition

We'KeepBlog post written by: Katie Pistilli.  Going back to school after summer break can be quite the transition! With the sun setting so late, your child probably isn’t used to going to bed when they need to. The routines of school day mornings may feel like a...

Book: The Night Before Summer Vacation

Book: The Night Before Summer Vacation

Written & submitted by Kayla Davitt, MT-BC Excitement. Anticipation. Thoughts of the beach, the sand, and the sun. I can remember when I was younger how excited I would be on the night before a summer vacation trip - I wouldn’t be able to sleep! For many years, my...

Book: Hosea Plays On

Book: Hosea Plays On

Blog post written and submitted by Kayla Davitt, MT-BC  Imagine it’s a bright, sunny day in the middle of the summer. You travel to an open-air market to do your weekly shopping for fruits and vegetables and peruse the stalls of local business owners selling jams,...

What Does a Music Therapy Session Look Like?

What Does a Music Therapy Session Look Like?

Blog post written by Katie Pistilli.

Music therapy is a creative arts therapy. As creative arts therapists, music therapists work to harness the power of music and creativity to address their client’s non-musical goals. These goals could be related to speaking, movement, or emotional expression, among many others. Upstate Music Therapy Center therapists most often work in school-based settings, and our students often have goals related to achieving success in the classroom. Success happens when the therapist can structure a motivating creative environment where the child can thrive. 

Music therapy sessions are individualized. No one session will look alike. Music therapists always try to structure the session to meet the one-of-a-kind needs of a particular student.  

While all sessions are unique, in a school-based setting, there are a few things sessions have in common: 

1. There is organic music. 

Organic music is naturally produced using instruments played by the therapist, live in the moment.  The opposite of organic music is inorganic, meaning it is recorded and the therapist is not actively creating it. Music therapists make their own music during the session to best accommodate the needs of the student. By playing instruments such as guitar, piano, percussion, and singing in the moment, the therapist can create a flexible and individualized creative environment. Keep in mind, this does not mean there is no recorded music used at all. There are certainly scenarios where a therapist may utilize inorganic music as well. 

2. There is often a greeting song and a “goodbye” song. 

While this is certainly not a universal rule, many music therapists choose to start their session with a greeting or check-in song. For many students, routine and repetition is comforting. New music can sometimes be confusing, and by starting the session with a familiar activity or song may elicit a sense of peace amidst an otherwise hectic day. The greeting song also offers an opportunity to address and talk about emotions or events of the day.  

Similarly, as a child completes their music therapy session and prepares to transition back to the classroom, the therapist uses another familiar song. For children, this song prompts a “goodbye” conversation. Leaving a peaceful and fun setting can be difficult and using a familiar ending song or activity can ease that transition.  

3. Interventions are implemented.  

Music therapy interventions are activities that aim to address a child’s goalsThink of interventions as the “meat” of the session—they are where the child will grow in their skills and learn. From session-to-session, these activities may vary. Below are some examples of music therapy interventions:  

To help a child calm down and stay in their seat the therapist may use grounding techniques such as rhythm and movement. When kids feel a steady beat in their body, their heart rate and breathing may sync up to that beat and create a sense of calm. 

To practice learning new information a therapist may present the child with a song to help them remember materialWe can all relate to being able to remember song lyrics, but possibly struggling with numbers or new information. That same concept applies in music therapy. Songs can be used for children to practice the alphabet, numbers, spelling, or social skills such as conversations.  

To express and process complicated emotions a therapist may implement a songwriting intervention. This could include writing words and making a completely original song, or, changing the words to a familiar one. Either way, the student is encouraged to create music that reflects their thoughts and mood. 

A music therapist uses music to assist their client in infinite ways. The possibilities for growth in music therapy are endless. If you have a child or know someone who may benefit from music therapy, you can find more information on referrals and assessments by clicking below.  

The post What Does a Music Therapy Session Look Like was written by Katie Pistilli and first published on Upstate Music Therapy Center.

Book: The 12 Days of Christmas

Book: The 12 Days of Christmas

Blog post submitted by Kayla Davitt, MT-BC

When someone asks you about your favorite Christmas or holiday song, what is the first song that comes to mind? “Silent Night?” “O Little Town of Bethlehem?” “Winter Wonderland?” “Rudolph the Red-Nosed Reindeer?” If you were to ask me to pick my favorite Christmas song, I would not have said “12 Days of Christmas.” But that was until I picked up this beautiful storybook illustrated by Laurel Long.

christmas song

“The Twelve Days of Christmas” is an iconic and classic Christmas song that most everyone who celebrates Christmas knows word-for-word. When you sing the song paired with this beautifully illustrated storybook, your child will be enticed from the start! While experiencing this storybook with your younger child, you can work on a multitude of skills including: sequencing, number and animal identification, and vocabulary building. If you have an older child, feel free to work on more complex skills such as addition, comprehension, and abstract thinking. Here are some thoughts to keep in mind:

Sequencing & number identification

This is a perfect storybook to work on your child’s ability to sequence items in a story. Printed pictures from the internet of each of the different items in the song can be used to work with your child on sequencing. Have them identify the picture that goes with each part of the song. You can also encourage your child to count the items in a picture and identify the corresponding number by pointing or writing the number on an index card or piece of paper.

Vocabulary building & animal identification

There are a lot of different animals included in this classic song. If there is an animal that your child does not recognize or can not identify, make that a learning opportunity! Look up pictures of the animal on the internet, look up the word in a dictionary, discuss how it is similar and different from other animals in the story. While identifying these animals, your child will also be building their vocabulary.

Addition

If your child is an older child, you can encourage them to add up the items on each page. Each line of the song involves a different number, so cumulative addition as the story progresses is a great way to practice their math skills!

Comprehension and abstract thought

An older child can also be encouraged to answer a variety of questions during the story: Why are there only 5 golden rings? How do the 8 maids milk the cows? What kind of music do the 9 ladies dance to? These questions can not be answered by the song in the story, so it will require your child to “think outside of the box.”

If you are more comfortable using a recording while experiencing this book with a child, here is a favorite rendition of mine performed by the famous Bing Crosby:

We hope you enjoy using this storybook in your child’s schooling adventures, whether they be attending in-person, remotely, or both! 

If you wish to purchase this book on Amazon, click here. 

Happy reading!

Book: One Little, Two Little, Three Little Pilgrims

Book: One Little, Two Little, Three Little Pilgrims

Blog post by Kayla Davitt, MT-BC

Song performed and recorded by Kayla Davitt, MT-BC

It’s that time of year where families are supposed to be gathering together at table, sharing food and laughter, and relaxing within the company of loved ones. For most of us, Thanksgiving celebrations will look very different this holiday season thanks to COVID-19. Families are being told it’s better to see only those in their immediate household. Large gatherings of people who do not live in the same household are frowned upon. For adults and children alike, these changes can be hard to digest. Young children may not understand what is going on in the world, but One Little, Two Little, Three Little Pilgrims by B.G. Hennessy will allow your child to focus on the meaning behind Thanksgiving and to be thankful for everything in their lives.

This particular storybook is geared more towards young children. It is a piggy-back song to the well-known tune of “One Little, Two Little, Three Little Indians.” Your child can engage in practicing a variety of skills such as counting, building vocabulary, and answering questions. While reading or singing this song to your child, here are some suggestions to keep in mind:

Practice counting numbers 1-10

There are many chances in this storybook for your child to practice counting from 1-10. It also gives them a chance to work on number sense by pointing to a different pilgrim, Wampanoag, or turkey while counting.

Build your child’s vocabulary

There are a variety of animals, vegetables, and tools presented in the colorful illustrations by Lynne Cravath. Encourage your child to identify different items throughout the book by pointing to them or saying the words out loud. This allows your child an opportunity to build on their speech production as well as to build their vocabulary.

Answer questions

Don’t be afraid to ask your child questions about anything in the storybook: How many pilgrims do you see? What are the Wampanoag doing now? Will they come together to give thanks for all they have? Young children may not be able to answer abstract questions, but encourage them to think outside of the box.

One of our music therapists, Kayla Davitt, has performed and recorded this well-known tune. Feel free to play this recording for your child and sing along with the storybook.

We hope you enjoy using this storybook in your child’s schooling adventures, whether they be attending in-person, remotely, or both! 

If you wish to purchase this book on Amazon, click here. 

Happy reading!

The post “Book: One Little, Two Little, Three Little Pilgrims” was originally published on Upstate Music Therapy Center,

How to Make a Music Therapy Referral

How to Make a Music Therapy Referral

Music speaks to us all in special ways. For some, it may be a form of emotional expressiona means to cope through hard times and celebrate the good. For many children, music is an integral tool for learning. Through the use of music, children can obtain and learn information long-term, perhaps even in subjects that they struggle in. For example, a child may have a difficult time learning their numbers or letters, but when put to a song they don’t have trouble at all!  

Music Therapy is the use of music through evidence-based interventions aimed at accomplishing typically non-musical goals. In the school setting, Music Therapy is a service intended to strengthen the student’s performance related to communication skills, academics, social/emotional goals, and motor needs. 

If you are a teacher, you may notice that using songs in the classroom helps your students pay attention throughout class. Using songs in the classroom gives children a “break” when they need it while still engaging them in learning. Does a specific student come to mind when you think of using music in the classroom? 

As a parent, you may notice that music soothes your child when they are upset and helps them express themselves in a different way. Do you find yourself using music often to help your child work through frustrating times? 

Are you a service provider in a school, like a speech therapist? You may find that many students are excited to communicate about music in a way they are not with other topics. Or, if you are a physical therapist, perhaps using rhythm and song motivates your students through difficult movement tasks.  

Should I Submit a Music Therapy Referral? 

There are indefinite ways that music can help a child succeed in school and at home. If you think Music Therapy would be a necessary addition to your child’s academic program, ask yourself these questions:  

  • Does the child/student show an increase in attending when music is used? 
  • Does the child/student produce more verbalizations or vocal sounds when singing versus when speaking? 
  • Can the child/student be motivated to attempt tasks by the use of music? 
  • Can the child/student be motivated to complete tasks by the use of music?  
  • Does the child/student retain information conveyed in songs more easily than conveyed in spoken interchange? 

If you answered yes to any of these questions, then it may be appropriate to submit a referral for a music therapy evaluation.  

How Do I Submit a Referral?  

1) Parents: Complete the Music Therapy Assessment Questionnaire

2) Teachers and service providers: Complete the Music Therapy Referral Checklist and the Music Therapy Referral Form.

  • If you are a teacher or service provider referring a student for an evaluation, please share the “Assessment Questionnaire” in Step 1 with the student’s parent or guardian. 

3) Once you have completed these forms, make a copy. 

4) Send one copy to the school district, and another to Upstate Music Therapy Center, 401 Penbrooke Drive, Penfield, NY 14526 

Once this paperwork is processed, you will hear from an Upstate Music Therapy Center therapist to schedule the evaluationThe evaluation will determine if music therapy is a necessary intervention for your child to make progress toward their IEP goals.  

Contact Us if you have any questions!  

The post How to Make a Music Therapy Referral was originally published on Upstate Music Therapy Center.