in their words...

isolation to integration: thoughts on music therapy interventions to support inclusion

Tue, 1 Sep 2015 23:00:51 -0700

Inclusion is more than putting different children together in the same space. This podcast provides thoughts and tips on creating interventions that lead to integration as the ultimate goal of early childhood music therapy.

resources related to this podcast
๏ Abbott, E. A., & Sanders, L. (2012). Paraeducators' perceptions of music therapy sessions. Music Therapy Perspectives, 30(2), pp. 145-150.
๏ Allgood, N. (2006). Collaboration: Being a team player. In M. Humpal & C. Colwell (Eds.), Effective Clinical Practice in Music Therapy: Early Childhood and School Age Educational Settings (pp. 110–119). Silver Spring, MD: American Music Therapy Association.
๏ Kern, P., & Aldridge, D. (2006). Using embedded music therapy Interventions to support outdoor play of young children with autism in an inclusive community-based child care program. Journal of Music Therapy, 43(4), 270–294.
๏ Kern, P., Rivera, N. R., Chandler, A., & Humpal, M. (2013). Music therapy services for individuals with Autism Spectrum Disorder: A survey of clinical practices and training needs. Journal of Music Therapy, 50(4), pp. 274-303.
๏ Twyford, K. (2012). Getting to know you: Peer and staff perceptions of involvement in inclusive music therapy groups with students with special educational needs in mainstream school settings. New Zealand Journal of Music Therapy, 10(10), pp. 39-73.

suggested citation
Schwartz, E.K. (Author). (2015, September 1). Isolation to integration: Thoughts on music therapy interventions to support inclusion. Retrieved from
http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html

tips from the trenches

Tue, 1 Sep 2015 22:00:35 -0700

In this podcast, Dr. Nemeth offers ideas for promoting young children’s inclusion success. Discussion emphasizes a scaffolding approach, session set-up and flow, music selection, the power of rhythm, therapist demeanor, instrument strategies, and positively engaging young children.

resources related to this podcast
๏ Humpal, M. E. & Colwell, C. (Eds.). (2006). Effective clinical practice in music therapy: Early childhood and school age educational settings. Silver Springs, MD: American Music Therapy Association.
๏ Myers, C. (2007). ‘‘Please listen, it’s my turn:’’ Instructional approaches, curricula and contexts for supporting communication and increasing access to inclusion. Journal of Intellectual and Developmental Disability, 32(4), 263–278. d

sources for instruments
West Music Company
1212 Fifth Street, Coralville, IA 52241-0521
www.westmusic.com

Music Is Elementary
P.O. Box 24263
Cleveland, OH 44124
www.musiciselementary.com

suggested citation
Nemeth, J. (Author). (2015, September 1). Tips from the trenches. Retrieved from http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html

working together with parents: songs for skill generalization

Tue, 1 Sep 2015 21:00:53 -0700

This podcast discusses the important role parents play in skill generalization from the music therapy session to home and other settings, and includes songs that help them do so.

resources related to this podcast
๏ I Love Your Toes (by Rachel Rambach). Available at http://listenlearnmusic.com/2015/04/i-love-your-toes.html
๏ Ready, Set, Wait! (by Rachel Rambach). Available at http://listenlearnmusic.com/2015/03/ready-set-wait.html
๏ First and Last (by Rachel Rambach). Available at http://listenlearnmusic.com/2012/11/first-and-last.html

suggested citation
Rambach, R. (Author). (2015, September 1). Working together with parents: songs for skill generalization. Retrieved from http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html

music is for everyone: inclusion in early childhood music classes

Tue, 1 Sep 2015 20:00:03 -0700

Music therapists teaching early childhood music classes often encounter children with special needs in their classes. This podcast offers parent perspectives on inclusive classes and tips for making the experience successful for everyone.

resources related to this podcast
๏ Appl, D. J., Fahl-Gooler, F., & McCollum, J. A. (1997). Inclusive parent-child play groups: How comfortable are parents of children with disabilities in the group? Infant-Toddler Intervention, 7(4), 235-249.
๏ Music Together, LLC. (2015). Music can change lives. Retrieved from https://www.musictogether.com/prospective-parents/special-needs

suggested citation
Bolton, D. (Author). (2015, September 1). Music is for everyone: Inclusion in early childhood music classes. Retrieved from http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html

music therapy in the cloud

Tue, 1 Sep 2015 19:00:03 -0700

This podcast addresses the growing trend of transitioning to electronic medical records and introduces Unitus TI, a cloud-based data management system and curriculum server.

resources related to this podcast
๏ Mundo Pato at www.mundopato.com

UnitusTI Client File Screen Shot

MITM Program Template Screen Shot

UnitusTI Graph Screen Shot

suggested citation
Thane, E. (Author). (2015, September 1). Music therapy in the cloud. Retrieved from http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html

children’s access to chords, melodies, and bass: a different way of thinking in Sweden

Tue, 1 Sep 2015 18:00:17 -0700

Making musical instrument accessible for children with different abilities supports inclusion in natural environments. This podcast introduces the Bunne Instruments developed for interactive music-making with various populations.
๏
resources related to this podcast
๏ Bunne, S. (1979). Maraccas, Marimba och Bågfilsbas. Malmö. Sweden: Liber Läromedel.
๏ Bunne, S. (1986). Musik i Åldringsvård – ett hjälpmedel i arbetet. Hudiksvall, Sweden: Musikverkstan Förlag.
๏ Bunne, S. (2002). Tona Samman. Ming musikens möjligheter för alla barn. Umeå, Sweden: Specialpedagogiska Institutet.

Watch video demonstration on the Bunne Instruments.

Music therapy session with young clients in Sweden and Japan.

suggested citation
Bunne, S. (Author). (2015, September 1). Children’s access to chords, melodies, and bass: A different way of thinking in Sweden. Retrieved from
http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html

emotion regulation development, rote-based learning, and generalization: an exploration

Tue, 1 Sep 2015 17:00:35 -0700

Many music therapists rely on verbal-based techniques, but experiential, rote-based learning may also provide valuable learning opportunities, particularly in early childhood. In this podcast, Dr. Sena Moore shares how the emotion regulation development process can be used as a model for understanding the role of rote-based learning in therapy.

resources related to this podcast
๏ Gross, J. J. (Ed.). (2015). Handbook of emotion regulation (2nd ed.). New York, NY: The Guilford Press.
๏ Sena Moore, K. (2014). Understanding emotion regulation development. imagine, 5(1), 76-79.
๏ Walker, J. E., Shea, T. M., & Bauer, A. M. (2007). Behavior management: A practical approach for educators. Retrieved from http://www.education.com/reference/article/generalization-effects-consequences/

suggested citation
Sena Moore, K. (Author). (2015, September 1). Emotion Regulation Development, Rote-Based Learning, and Generalization: An Exploration
Retrieved from http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html

music therapy with peter: a young boy with fragile X syndrome at home and in an inclusive preschool setting

Tue, 1 Sep 2015 16:00:46 -0700

This podcast presents a case study of Peter, who participated in an inclusive music therapy group at his preschool that incorporated music-mediated sign language instruction. The case study highlights how he was able to generalize skills learned in music therapy to his home environment.

resources related to this podcast
๏ 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.
๏ Humpal, M. (1991). The effects of an integrated early childhood music program on social interaction among children with handicaps and their typical peers. Journal of Music Therapy, 28(3), 161-177.
๏ Humpal, M., & Tweedle, R. (2006). Learning through play – A method for reaching young children. In M. Humpal & C. Colwell (Eds.), Early Childhood and School Age Educational Settings: Using Music to Maximize Learning (pp. 153-173). Silver Spring, MD: American Music Therapy Association.
๏ Kaplan, R. S., & Steele, A. L. (2005). An analysis of music therapy program goals and outcomes for clients with diagnoses on the autism spectrum. Journal of Music Therapy, 42(1), 2–19.
๏ Kern, P. (2010). Evidence-based practice in early childhood music therapy: A decision-making process. Music Therapy Perspectives, 28(2), 116-123.
๏ Luetke-Stahlman, B. (1994). Procedures for socially integrating preschoolers who Are hearing, deaf, and hard of hearing. Topics in Early Childhood Special Education, 14(4), 472-487.
๏ Robbins, C., & Robbins, C. (1980). Music for the Hearing Impaired and Other Special Groups: A resource manual and curriculum guide. St. Louis, MO: Magna-Music Baton.
๏ Schunk, H. A. (1999). The effect of singing paired with signing on receptive vocabulary skills of elementary ESL students. Journal of Music Therapy, 36(2), 110-124.
๏ Schwartz, E. (2008). Music, Therapy, and Early Childhood: A Developmental Approach. Gilsum, NH: Barcelona Publishers.
๏ Standley, J. M., & Hughes, J. E. (1996). Documenting developmentally appropriate objectives and benefits of a music therapy program for early intervention: A behavioral analysis. Music Therapy Perspectives, 14(2), 87-94.
๏ National Fragile X Fountain. Retrieved from http://www.Fragilex.org

suggested citation
Heller, L. F. (Author). (2015, September 1). Music therapy with peter: A young boy with fragile X syndrome at home and in an inclusive preschool setting. Retrieved from http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html

communication toolkit: a universal design approach to inclusion in the preschool classroom

Tue, 1 Sep 2015 15:00:14 -0700

Utilizing different strategies and resources to promote communication is essential in music therapy practice. This research-based podcast discusses the use of universal design in the development of a communication toolkit.

resources related to this podcast
๏ Gadberry, A. L. (2011). A survey of the use of aided augmentative and alternative communication during music therapy sessions with persons with autism spectrum disorders. Journal of Music Therapy, 48(1), 74-89.
๏ Gadberry, A. L. (2012). What music therapists need to know about augmentative and alternative communication. Retrieved from www.musictherapyed.com
๏ Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology, 21(4), 17–24.
๏ Judge, S., Floyd, K., & Jeffs, T. (2008). Using an assistive technology toolkit to promote inclusion. Early Childhood Education Journal, 36, 121-126.
๏ McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its application in educational environments. Remedial and Special Education, 27(3), 166-175.
๏ Poel, E. W., Wood, J., & Schmidt, N. (2013). Including assistive technology in teacher preparation: Exploring one approach. Learning Disabilities: A Multidisciplinary Journal, 19(1), 29-37.
๏ Purdue, K., Ballard, K., & MacArthur, J. (2001). Exclusion and inclusion in New Zealand early childhood education: Disability, discourses and contexts. International Journal of Early Years Education, 9(1), 37-49.

๏ Pictello: http://www.assistiveware.com/product/pictello
๏ Proloque2go: http://www.assistiveware.com/product/proloquo2go

suggested citation
Gadberry, A. L. (Author). (2015, September 1). Communication toolkit: A universal design approach to inclusion in the preschool classroom. Retrieved from http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html

interdisciplinary versus transdisciplinary integrative care within music therapy for children with ASD

Tue, 1 Sep 2015 14:00:59 -0700

When deciding a treatment approach for children with ASD, the differences between interdisciplinary and transdisciplinary teams yield different intervention environments. In this podcast differences between the two are discussed with examples of clinical approaches and client outcomes given.

resources related to this podcast
๏ Choi, B. C. K., & Pak, A. W. P. (2006). Multidisciplinarity, interdisciplinarity, and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical and Investigative Medicine, 29(6). 351-364.
๏ Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11, 19.
๏ Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309-317.

suggested citation
DeLoach, D., & Detmer, M. R. (Author). (2015, September 1). Interdisciplinary versus transdisciplinary integrative care within music therapy for children with ASD. Retrieved from http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html

the family is the therapy team: a case example

Tue, 1 Sep 2015 13:00:09 -0700

This podcast reviews a case of a three-year old child diagnosed with Autism Spectrum Disorder. It highlights the importance of creating an alliance with a child’s family so goals can addressed in and out of the session.

resources related to this podcast
๏ Mary Ainsworth Attachment Theory: http://www.childdevelopmentmedia.com/articles/mary-ainsworth-and-attachment-theory/
๏ Individual Music Therapy Assessment Profile: http://www.amazon.com/Individualized-Music-Therapy-Assessment-Profile/dp/1843108666
๏ Bounce – Spectrum Connections Song Book: http://www.spectrumconnections.com/songbook.pdf
๏ The Grimace Project: http://www.grimace-project.net/
๏ Music Therapy Social Skills Assessment: Rook, J., West, R., Wolfe, J., Ho, P., Dennis, A., Nakai-Hose, Y. & Peyton, K. (2014) Music Therapy Social Skills Assessment and Documentation Manual (MTSSA): Clinical guidelines for group work with children and adolescents. London: Jessica Kingsley Publishers.
๏ ASHA dB levels for Noise: http://www.asha.org/public/hearing/Noise/

suggested citation
Wolfe, J. (Author). (2015, September 1). The family is the therapy team: A case example. Retrieved from http://imagine.musictherapy.biz/Imagine/podcasts/podcasts.html