Share Some Strategies

[Anonymous]

Share some strategies you have used to assure each child in your group is successful.

[Debbie Merideth-Zantout]

I always think that if a child is having difficulty in one of my sessions it is up to me to change what I am doing. This could be the key I’m playing in, the instrumental rhythm, tone of instrument, tone of voice…. I need to read their verbal and physical cues to provide the safe and welcoming environment they need. Every day is different for everyone. Maybe they didn’t eat breakfast, maybe they didn’t sleep the night before, maybe their stomach or head hurts. It is up to me to ask parents how they are doing and what they need in the moment.

I have also established very clear boundaries for my clients. I love the “one and done” that was mentioned in the training. I typically try to tell the child what they can do first before I say no. Such as “we walk” “gentle hands” “hold tight.” But there are times when safety is an issue and I say “no” or give the firm mom look with a head shake. My clients with special needs often do not pick up on subtle cues so a firm no or a clear positive statement works much better. I have had clients who truly do not understand no or sends them into worse behaviors. I know I must use positive statements on what they can do instead of telling them what they can not do such as “we are sitting” “we are walking” “we are gentle” and use we statements instead of I or you. There have been times that I need to physically redirect or stand between clients. I have caught maracas on the fly and removed them from the environment with a quick clean up song.

I always try to look at an environment before a session to set it up to be as successful as possible. Could the fluorescent lights be a problem? Are the landscapers working today? Is the fan distracting? Some children are very sensitive to smells…. I can not always control all of these things, but I know I need to be aware of them.

[Erika Svolos]

Wonderful insights! I see a lot of what your sharing as Dr. Ross Greene’s “Children do well when they can.” I also find that explaining to my neurodivergent kiddos why we need to do things for safety and saying it is a boundary we all need to follow. I also find if they are having a hard time, like you shared, of finding what is getting in the way of the individual from being successful and what lagging skill needs to be accounted for. Most of my neurodivergent clients have been able to understand and many come up with wonderful ideas on their own so that everyone is safe. I also agree that considering all the elements from the music, to the environment, and everything else can have an effect on success as we navigate our sessions.

[Maria Ramey]

What great details you look for in the environment. Yes! Fluorescent lights, distracting or new smells, toys they’ve brought to school with them, so much can affect attention.

[Samantha Springer]

Part of my full-time job is working with individuals with intellectual disabilities who have behaviors such as aggression or SIBs. Because of this, I mainly practice from a behavioral stand point and provide a lot of positive redirections, positive praise, and positive reinforcement for everyone that I serve in music therapy sessions, including with little ones. I will use “no” with little children if I see someone engaging in a dangerous act that could harm themselves or another person, but mainly I use positive redirection and praise when I see them doing something that I want to encourage. I also use Debbie’s method of using “we” instead of you or I.

In my music therapy practice, I also will always look at what I’m doing when observing something within the group. Am I more tired than usual and is that showing? How can I be more engaging for them and how can I change the music to encourage them to be engaged? I also always do a check in at the beginning of the group by asking “how are you/they today?” Usually I will get an honest answer from the guardian/parent which will help me figure out the best way to meet the client/child where they are at that day.

[Erika Svolos]

Thank you for your insights 🙂 I would also encourage you to look beyond behaviors and consider what is under the iceberg when we see behaviors. As I mentioned above, “Children (and people) do well when they can” and many neurodivergent individuals have lagging skills which make it challenging for them to meet expectations. Many times, behaviors are telling us that there is something going on for the individual and they are unable to communicate that need directly. Uncovering what is under the iceberg and finding ways to develop the lagging skills or changing how we present things have a long-term impact on reducing unsafe behaviors and increasing an individual’s abilities to meet expectations.

[Maria Ramey]

I love being creative when I see a child struggling with interacting or carrying out an activity in “the usual” way. It’s exciting when I can identify a way in for them that excites them. In a 3-4yo preschool class I worked with, one child would not sit down or follow directions in the way that her teachers expected and I was able to let the teachers know I was ok with this AND support this child by realizing she loved to come close to my guitar sound. So I encouraged this and encouraged her to stand by me to help me sing hello, and to make sure I didn’t leave anyone out. 😉 After a few sessions she surprised teachers by singing her classmates names (mostly non-verbal) and she was always beaming with pride and excitement.

Find what they love, find what excites them, and guide them into using that interactively!

[Erika Svolos]

Wonderful! I think you show us how our expectations can miss the opportunities where some children have a different way to connect and communicate! Thank you for sharing!

[Debbie Merideth-Zantout]

It is so wonderful to read all of the creative and positive ways everyone is using to create successful environments for their clients!

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