Metro Music Therapy
Children with Autism
Music can be an engaging and attractive intervention for children with autism.

Music therapy enhances:

  • Social interaction
  • Emotional expression
  • Cognitive development
  • Communication development
  • Motor skills development

What

Research has shown that 80 - 90% of individuals with autism respond positively to music as a motivator. The application of music can be used to enhance attending behaviors and reduce distractibility, and several studies have documented music therapy as a successful treatment modality to engage the child.

How

The fact that many individuals with autism can participate successfully in music activities contributes to music therapy’s value in the treatment of autism.

Speech and Language skills can be greatly improved with specialized techniques. In addition, augmentative communication (sign language, PECS, computer assisted technology, etc.) can be incorporated into the music therapy session.

Studies have shown improved social behavior and interpersonal relationships as a result of music therapy treatment.
Enhanced motor coordination can be achieved through specialized Neurologic Music Therapy (NMT) techniques.

Interdisciplinary

The implementation of music therapy services can enhance the individual with autism’s educational program and cater to his/her unique learning styles and needs. The music therapist provides services for each child in a collaborative effort with parents, teachers, and other therapists or professionals.

 

Music Speaks - JB Music Therapy

Music Therapy and Autism

Music is a therapeutic tool that provides structure and focus, while allowing room for creativity and exploration. The goals of Music Therapy with individuals with autism can include developing social skills, communication skills, fine and gross motor skills, and developing a positive self and body image. This work can be done through singing; chanting; instrument playing; songwriting; dancing; and improvisation.  The Music Therapist works with each individual’s strengths and goals to celebrate and promote his or her abilities.

Music is a strong therapeutic tool in working with individuals with autism because it is intrinsically motivating; it focuses on the here and now; and it is a non-verbal form of communication.

Musical interventions can be implemented that parallel the goals of other programs. Fine motor skills can be supported through instrument play, communication skills can be supported through song, and social skills can be supported through musical interaction with the therapist or with peers. Any of the skills that are strengthened during the Music Therapy session can be transitioned to the individual’s every day life.

The Music Therapist recognizes the uniqueness of each client and focuses their work on the person, not the disorder. Music therapy is a holistic therapy that works with a person’s mind, body, and spirit. It is a form of therapy that can speak to each individual, and that each individual can speak.

Music Speaks When Words Cannot

Music Therapy is the study and practice of how music affects people.  Music therapy has been proven invaluable when opening doors to communication, supporting creativity and expression, and enhancing quality of life.

Autism Today partial article by Jennifer Buchanan

Speech/Language Development

Singing and speech share many similarities, yet are accessed differently by the brain. Language skills such as asking and answering questions, maintaining a conversation and using new vocabulary are embedded in song lyrics that are repeated session to session.  Practicing oral-motor imitation exercises, to strengthen functional use of the lips, tongue, jaws and teeth, are repeated through vocalization exercises (singing single or combinations of vowels and consonants, with proper inflection and breath support). Lining out a song (leaving out the last word or few words in a song sentence) supports memory development, comprehension and sentence completion.

Social and Emotional Development

Every instrument possesses a personality and, depending on how it is played, can reflect or demonstrate many emotions. A percussion instrument may also provide a point of mutual contact between the therapist and the child when other attempts at social interaction are rejected or unnoticed.

Cognitive Development

Songs aid in memory of new or challenging academic concepts by organizing information into smaller pieces, making them easier to translate and retain. Music engages children in an optimal learning environment especially those who may be easily distracted.  Educational research supports the idea that our ability to learn and later use new concepts and information is strongest when we are motivated by meaningful material presented to us. Melodies and rhythm are useful in teaching language concepts, body image and self-help skills.

Motor Development

Research is highly conclusive in supporting rhythm as an external timekeeper for movement. Music therapy is often recommended as a direct intervention for students with severe physical impairment or basic goals such as imitating movement. In these cases, musical instruments are used with song cueing to target various grasps, improve coordination and increase duration of participation.

Complete Article in the “Official Autism 101 Manual”: http://www.autism101manual.com

 

National Autism Association
Music Therapy:
Music Therapy is the use of music and its elements (such as; sound, rhythm, melody and harmony) by a qualified music therapist. It can be used with an individual or in a group setting.

Music Therapy is designed to facilitate and promote communication, relationships, learning, mobilization, expression, organization and other relevant therapeutic objectives in order to meet personal, physical, emotional, mental, social and cognitive needs.

Music Therapy tries to develop potentials while restoring functions of the individual so that he or she can achieve a better quality of life, through prevention, rehabilitation and treatment.

According to Prelude Music Therapy; here are the top ten Therapeutic Characteristics of Music:

  1. Music captivates and maintains attention -- it stimulates & utilizes many parts of the brain;
  2. Music is easily adapted to, and can be reflective of, a person's abilities;
  3. Music structures time in a way that we can understand ("that's the last verse - my exercise session is almost over!");
  4. Music provides a meaningful, enjoyable context for repetition;
  5. Music provides a social context -- it sets up a safe, structured setting for verbal and nonverbal communication;
  6. Music is an effective memory aid;
  7. Music supports and encourages movement;
  8. Music taps into memories and emotions;
  9. Music -- and the silences within it -- provide nonverbal, immediate feedback;
  10. Music is success-oriented -- people of all ability levels can participate.

 

Neurologic Music Therapy Services of Arizona (NMTSA)
At NMTSA, our mission is to provide preventative and rehabilitative neurologic music therapy services as well as community and family education/training related to positive behavioral and communication approaches to working with persons with autism, neurologic impairments and/or developmental disabilities.

Neurologic Music Therapy (NMT) is an advanced level training for music therapists. NMT uses standardized treatment techniques based on scientific research of music and the brain. NMT is defined as: "the therapeutic application of music to cognitive, sensory, and motor dysfunctions due to neurologic disease of the human nervous system," (Thaut, 1999).

Our Mission Statement

NMTSA was established to enhance the profession of music therapy for the good of the general public by providing preventative and rehabilitative neurologic music therapy services at reasonable fees to individuals and organizations desiring and/or needing such professional services in the Phoenix area; to provide community and family education/training related to positive behavioral and communication approaches to working with persons with autism, neurologic impairments, and/or developmental disabilities; to professionally advertise, promote, and otherwise make known to individuals and organizations in particular, and the public in general, the positive proven therapeutic value that can be obtained by persons who need and receive professionally administered neurologic music therapy services from educationally qualified and clinically trained NMTs; and to promote advances in research and education of the application of neurologic music therapy interventions with persons with developmental disabilities.

Music Therapy Programs

NMTSA is proud to offer a variety of programs to benefit clients, families, and the community as a whole. Please contact us if you have questions or would like to discuss a potential or customized program for yourself, your client/s, or your organization. All services are offered at our clinic located in central Phoenix, unless otherwise noted.

NMT Sessions

NMTSA provides Individual and Group NMT sessions that address the individual needs of clients through the application of standardized NMT interventions based on scientific research of music and the brain.  Neurologic Music Therapy is an evidence-based treatment and is defined as: "the therapeutic application of music to cognitive, sensory, and motor dysfunctions due to neurologic disease of the human nervous system," (Thaut, 1999).  Through continual observation and evaluation of the clients’ needs and responses to treatment, specific interventions are selected and implemented to address areas of need such as communication, motor skills, and cognitive functioning.  With consistent, ongoing treatment, clients show improved motor control, increased communication skills, and enhanced cognitive functioning; however, treatment is most effective when consistent positive strategies are implemented in all environments within an individual’s daily life.

Funding Sources

NMTSA is an AHCCCS provider. NMTSA's clinical therapy services may be funded in a variety of ways including: ALTCS-Medicaid/Title XIX, Department of Economic Security/Division of Developmental Disabilities, EverCare, SSI/Disability Income, Private Pay, Varying Insurance on a case by case basis, Clinical Scholarships, and Department of Economic Security/Rehabilitation Services Administration.

Parent Training

NMTSA’s Neurologic Music Therapy Parent Training is designed for parents, caregivers, team members, and parents with a child on our waitlist.  This training presents NMTSA’s treatment philosophy, inclusive of the evidence-based practice of NMT and the importance of assuming competence; practical strategies and positive behavioral supports to use at home and in the community; and opportunities for problem solving of issues that interfere with the optimal functioning of the individual in all environments.  This educational experience is free of charge to families and caregivers who have one or more children receiving services through NMTSA or who are on NMTSA’s wait list for services and is open to the general public for a small fee.  We hope that after attending the parent training, parents, caregivers, and teachers and others like them may have a greater understanding of neurologic disorders and how NMT can help;  that they will be equipped with simple, effective strategies to incorporate in all environments; and that they will feel empowered to help their child reach his or her full potential.

NMTSA's Community Education and Training Programs are funded through donations, charitable contributions and grants. Click here to learn about free and easy ways you can support NMTSA's programming!

Home Program

After attending the parent training and with therapist recommendation and consultation, families are eligible to participate in the 3-Phase Home Program and/or Home Drumming Program designed to assist families in providing appropriate accommodations in order to facilitate improved sensory integration and maximum independence within the home.  Both Home Programs involve parent and family participation with the use of rhythm, music, and specific drumming use.

Treatment Team Consultations

In order to ensure consistent treatment throughout all therapies the child receives, NMTSA provides Treatment Team Consulations. NMTSA therapists are available for consultation during team meetings, for school personnel, habilitators, etc.

Competency-Based Communication Program

Many of the clients served by NMTSA do not have an effective way to communicate with their loved ones, caregivers, teachers, and community members. As communication is vital to one’s participation in therapeutic interventions as well as every-day life, NMTSA strives to identify and incorporate a functional communication method for each child/individual served. While many strategies are explored with each client, Facilitated Communication Training (FCT) has proven to be a highly effective means of expression for some individuals with labels of autism and other disabilities who do not communicate verbally at their age-level.

FCT involves learning to communicate by typing on a keyboard or pointing at letters, images, or other symbols to represent messages.  In order to provide support to those who use this communication method and their families and caregivers, NMTSA’s Competency-Based Communication Program was developed.  One component of the program is NMTSA’s Competency-Based Communication Training, designed as a beginning level training to educate participants in the history, current research, methodology, and practice techniques of FCT.  Community members in attendance participate in practice sessions and are provided with strategies to assist individuals in utilizing FCT as an effective, functional communication system.

In order to support those who utilize FCT as a primary communication method, NMTSA also offers Competency-Based Communication Peer Support Groups as part of this program.  Groups provide the opportunity for individuals and their communication partners to practice communication skills and techniques within a supportive, validating social setting. Participants are divided by age and assigned to one of three groups held each month.  With a trained therapist or community member as a communication partner, participants communicate with peers regarding topics of interest or issues needing attention.  Parents, siblings, and caregivers are invited to observe or actively participate in order to facilitate integration of FCT into all aspects of the individual’s life.
(Click here to read course descriptions)

 

Wings Learning Center: Music Therapy
Music Therapy and Autism In the Special Education Setting

Defining Music Therapy
Due to its unique characteristics when compared with spoken language or the visual modality, music is an effective tool to mediate change in non-musical functioning for certain individuals. Research supports parallels between speech/singing, rhythm/motor behavior, memory for song/memory for academic material, and overall ability of preferred music to enhance mood, attention, and behavior to optimize the student's ability to learn and interact. Music therapists receive specialized training to address these areas by completing a baccalaureate or advanced degree program in music therapy in addition to national board certification.

Within a music therapy session, a targeted task relating to an IEP goal (e.g., counting to 10, learning prepositions, following a 2-step direction, taking turns, or describing an object) is presented through song or rhythmic cueing. The focus of sessions is first to provide the student with an assist through musical cueing followed by fading of music to aid in transfer to the non-music setting.

Link Between Autism and Music
Research documents that students with autism often exhibit a high level of preference for the music modality and show little deficit in processing musical components although they may have processing difficulties in non-musical areas. Many individuals with autism demonstrate a highly accurate memory for song lyrics, increased initiation of singing compared with speaking, and significant increases in attention, motivation, and emotional engagement during music activities.

Music Therapy as a Related Service
Before referring a student for an evaluation, the IEP team first considers whether the student has demonstrated enhanced responses to music and is also in need of supplemental assistance due to insufficient progress or severity of needs. If this is the case, a direct evaluation is then conducted to determine if the student's performance is significantly improved on IEP-related tasks when musical cueing is used. Because music therapy is an "overlap" service, it is not considered necessary if the student can achieve similar levels of success through services already being offered. If the student does qualify, services are provided by a credentialed music therapist on a direct or consult basis.

Rationale For Music Therapy Interventions

Cognitive / Academic

Songs act as a "mnemonic" device to aid in memory of new or difficult academic concepts by organizing information into smaller chunks making it easier to encode and retain. Musical presentation also provides an optimal learning environment for those students who are highly attentive to music activities but are often distractible with other modalities. Educational research supports that our ability to learn and later use new concepts and information is best when we are motivated and the material presented is meaningful to us.

Communication / Social Interaction
Because singing and speech share many similarities, yet are accessed differently by the brain, music strategies can be used as a rehabilitative approach to functional communication. Language skills such as asking and answering questions, maintaining a conversation, and using new vocabulary are embedded in song lyrics that the student is encouraged to sing during sessions followed by fading of music to spoken language.

In small groups, musical instruments and interactive songs are presented to address turn-taking, cooperative interaction, and other social skills including learning and role playing "social stories." Individualized tapes are often made for additional home practice of skills.

Motor Abilities
Research is highly conclusive in supporting rhythm as an external timekeeper for movement. Due to the nature of educational motor goals (e.g., handwriting, cutting, using playground equipment, etc.), music therapy is most often recommended as a direct intervention for students with severe orthopedic impairments, or basic goals such as imitating movement. In these cases, musical instruments are used with song cueing to target various grasps, improve coordination, and increase duration of participation. For higher functioning students, the music therapist can offer consult to the adapted physical education provider, occupational therapist, or physical therapist if needed.

Behavior / Sensory Concerns
These areas are frequently addressed through consult if it is shown that music is one of the key motivators for a particular student. Activities are designed to use music as a reward, contingency, transition aid, or to calm the student.

References
Music Therapy: Autism and Related Topics
General

  • Alvin, J. (1968): Music Therapy for the Autistic Child. Oxford: Oxford University Press.
  • Alvin, J. & Warwick, A. (1991): Music Therapy for the Autistic Child (2nd ed.): Oxford: Oxford University Press.
  • Applebaum, E.,Egel, A.;Koegel, R.; and Imhoff, B. (1979): Measuring musical abilities of autistic children. Journal of Autism and Developmental Disorders, 9(3), 279-285.
  • Bettison, S. (1996): The long-term effects of auditory training on children with autism. Journal of Autism and Developmental Disorders 26(3), 361-374.
  • Brown, S. (1994): Autism and music therapy-is change possible, and why music? Journal of British Music Therapy, 8(1), 15-25.
  • Bryan, A. (1989): Autistic group case study. Journal of British Music Therapy, 3(1), 16-21.
  • Kostka, M.J. (1993): A comparison of selected behaviors of a student with autism in special education and regular music classes. Music Therapy Perspectives, 11(2), 57-60.
  • Mahlberg, M. (1973): Music therapy in the treatment of an autistic child. Journal of Music Therapy, 10, 135-138.
  • Nakamura, K.; Toshima, T.; and Takemura, I. (1986): The comparative and developmental study of auditory information processing in autistic adults. Journal of Autism and Developmental Disorders, 16(2), 105-118.
  • Nelson, D.; Anderson V.; and Gonzales A. (1984): Music activities as therapy for children with autism and other pervasive developmental disorders. Journal of Music Therapy, 21(3), 100-116.
  • Robarts, J. (1998): Music therapy for children with autism. Children with Autism: Diagnosis and Intervention to Meet Their Needs: London: Jessica Kingsley Publishers, 172-202.
  • Stevens, E. (1969): Music therapy in the treatment of autistic children. Journal of Music Therapy, 6l4), 98.
  • Thaut, M. (1984): A music therapy treatment model for autistic children. Music Therapy Perspectives. 1(4), 17-19.
  • Thaut, M. (1987): Visual versus auditory (musical) stimulus preferences in autistic children: a pilot study. Journal of Autism and Developmental Disorders 17, 425-432.
  • Thaut, M. (1988): Measuring musical responsiveness in autistic children: a comparative analysis of improvised musical tone sequences of autistic, normal, and mentally retarded individuals. Journal of Autism and Developmental Disorders 18(4), 561-571.
  • Thaut, M. (1992): Music therapy with autistic children. In W. Davis, K. Gfeller, and M. Thaut (eds) An Introduction to Music Therapy: Theory and Practice Dubuque, Indiana: William C. Brown Publishers, 180-196.
  • Tiogo, D. (1992): Autism: Integrating a personal perspective with music therapy practice. Music Therapy Perspectives,10, 13-20. (insights from Temple Grandin) Toolan, P. & Coleman, S. (1994). Music therapy, a description of process:
  • Engagement in five people with learning disabilities. Journal of Intellectual Disability Research, 38(4), 433-44.
  • Warwick, A. (1995): Music therapy in the education service: research with autistic children and their mothers. In T. Wigram, B. Saperston, and R. West (eds) The Art and Science of Music Therapy: A Handbook 209-225.
  • Wimpory, D.; Chadwick, P.; and Nash, S. (1995): Brief report: Musical interaction therapy for children with autism: An evaluative case study with two-year follow-up. Journal of Autism and Developmental Disorders, 25(5), 541-552.
  • Young, R. and Nettetbeck, T. (1995): The abilities of a musical savant and his family. Journal of Autism and Developmental Disorders, 25(3), 231-248.

Cognitive/ Academic

  • Abikoff, H.; Courtney, M: Szeibel, P.; and Koplewicz, H. (1996): The effects of auditory stimulation on the arithmetic performance of children with ADHD and nondisabled children. Journal of Learning Disabilities 29(3), 238-246.
  • Chan, A.; Ho, Y.; and Cheung, M. (1998): Music training improves verbal memory. Nature, 396(6707), 128.
  • Gervins, A. (1991): Music therapy compensatory technique utilizing song lyrics during dressing to promote independence in the patient with a brain injury. Music Therapy Perspectives, 9, 87-90
  • Gfeller, K. (1983): Musical mnemonics as an aid to retention with normal and learning disabled students. Journal of Music Therapy, 20(4), 179-189.
  • Graziano, A.; Peterson, M.; and Shaw, G. (1999): Enhanced learning of proportionate math through music training and spatial-temporal training. Neurological Research 21(2), 139-152.
  • Morton, L.L. (1990): The potential for therapeutic applications of music on problems related to memory and attention. Journal of Music Therapy. 27(4), 195-208.
  • Rauscher, F.; Shaw, G.; Levine, L.; Wright, E.; Dennis, W.; and Newcomb, R. (1997): Music training causes long-term enhancement of preschool children's spatial-temporal reasoning. Neurological Research. 19, 2-8.
  • Standley, J. and Hughes, J. (1997): Evaluation of an early intervention music curriculum for enhancing pre-reading/writing skills. Music Therapy Perspectives, 15, 79-86.
  • Wolfe, D. and Hom, C. (1993): Use of melodies as structural prompts for learning and retention of sequential verbal information by preschool students. Journal of Music Therapy, 30(2), 100-118.

Communicative / Social

  • Braithwaite, B. and Sigafoos, J. (1998): Effects of social versus musical antecedents on communication responsiveness in five children with developmental disabilities. Journal of Music Therapy. 35(2), 88-104.
  • Buday, E.M. (1995): The effects of signed and spoken words taught with music on sign and speech imitation by children with autism. Journal of Music Therapy 32(3), 189-202.
  • Cohen, N. (1993): The application of singing and rhythmic instruction as a therapeutic intervention for persons with neurogenic communication disorders. Journal of Music Therapy, 30(2), 91-99.
  • Colwell, C. (1994): Therapeutic applications of music in the whole language kindergarten. Journal of Music Therapy. 31(4), 238-247.
  • Edgerton, C.L. (1994): The effect of improvisational music therapy on the communicative behaviors of autistic children. Journal of Music Therapy, 31(1),31-62
  • Hoskins, C. (1988): Use of music to increase verbal response and improve expressive language abilities of preschool language delayed children. Journal of Music Therapy. 25(2), 73-84.
  • Krauss, T. and Galloway, H. (1982): Melodic intonation therapy with language delayed apraxic children. Journal of Music Therapy, 19(2), 102-113.
  • Levinge, A. (1990): The use of "I" and "Me": music therapy with an autistic child. Journal of British Music Therapy. 4(2), 15-18.
  • Saperston, B. (1973): The use of music in establishing communication with an autistic mentally retarded child. Journal of Music Therapy, 10(4), 184-188.
  • Seybold, C. (1971): The value and use of music activities in the treatment of speech delayed children. Journal of Music Therapy,8(2), 102-110.
  • Wylie, M. (1983): Eliciting vocal responses in severely and profoundly mentally handicapped subjects. Journal of Music Therapy,204), 190-200.

 

Motor

  • Brown, J.; Sherrill, C.; and Gench, ?. (1981): Effects of an integrated physical education/ music program in changing early childhood perceptual-motor performance. Perceptual and Motor Skills. 53(1), 151-154.
  • Thaut, M. (1985): The use of auditory rhythm and rhythmic speech to aid temporal muscular control in children with gross motor dysfunction. Journal of Music Therapy. 22(3), 108-128.
  • Thaut, M. (1991): Analysis of EMG activity in biceps and triceps muscle in an upper extremity gross motor task under the influence of auditory rhythm. Journal of Music Therapy, 28(2), 64-88.

Physiological

  • Field, T.; Martinez, A.; Nawrocki, T.; Pickens, J.; Fox, N.; and Schanberg, S. (1998): Music shifts frontal EEG in depressed adolescents. Adolescents 33(129), 109-116.
  • Levin, Y. (1998): "Brain music" in the treatment of patients with insomnia. Neuroscience and Behavioral Physiology. 28(3), 330-335.
  • Rider, M. (1985): Entertainment mechanisms are involved in pain reduction, muscle relaxation, and music-mediated imagery. Journal of Music Therapy, 22(4), 183-192.
  • Thaut, M.; Kenyon, G.; Schauer, M.; and McIntosh, G. (1999): The connection between rhythmicity and brain function. IEEE Engineering in Medicine and Biology Magazine, 18(2) 101-108.
  • Watkins, G. (1997): Music therapy: proposed physiological mechanisms and clinical implications. Clinical Nurse Specialist, 11(2), 43-50.

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