Share Your Strategies

[Meredith Pizzi]

Share some strategies you have used to assure every child in your groups is successful.

[Kayla Lyles]

I chose to do a list for this, but to assure every child in my groups are successful I have:
-Asked them to make a choice
-Used verbal redirection
-Provide positive reinforcement, especially for children participating and enjoying activities which encourages all to get involved, because all children want to receive praise
-Proximity – making sure the child is close enough to where they can hear, see, feel – experience everything musical and have that success.

I’m looking forward to hearing what all you have used in your groups and any suggestions you all may have!

[Christine Czuhajewski]

To assure that every child is successful, I would provide a lot of feedback throughout the experience to help the child and parent feel successful. One of the big take-aways I have from this class is that a lot of parents might have questions about the way their child is participating that might stem from not being aware of their musical development level. Providing feedback and letting parents know the expectations within the developmental level are important to let the families know that they are being successful.

In order to do this, I would: use a lot of narrative praise to show families that unexpected behaviors might actually be very appropriate, teach parents how to use different prompt levels, use pivot praise to initially shape appropriate behaviors, use verbal redirection if needed, model expected safe behaviors/interactions, have an intervention plan in place if a child has consistent behaviors and then create adaptations to work with the individual until they can be safe, use musical transitions paired with sign language for more/finished to teach appropriate termination/transition, follow the same general expected structure, and provide the emotional/educational support for parents who might need guidance within this environment. It is also important to take note of which songs the children love, which songs the children become really emotional over, and which songs need to be adapted/changed in order to better fit the needs of the group. It’s important to be prepared to make changes as you go to fit the immediate needs and challenges, or extreme successes that might arise.

[Amanda Braden]

I agree with all the strategies that have been shared so far! I’m going to share some strategies I’ve used with older children when they are engaging in negative behaviors that I think would also be helpful with our little ones. Since I work at an agency that provides behavior therapy as well as music therapy and often co-treat clients with behavior specialists, I have learned some valuable things from my behavior specialist colleagues about managing negative behaviors. I’ve really learned that while redirecting negative behaviors, it’s best to use simple, short instructions such as “It’s time for music now” when children are having a difficult time transitioning or “Pick up the maraca” when it’s been thrown. Using simple instructions gives children clear expectations that are easier for them to process. Another tip that behavior specialists have shared with me is to never use instructions in the form of a question or a suggestion like “Will you put the maraca away?,” especially when they’re misbehaving. Instead, it’s best to use statements like “It’s time to put the maraca away now.” While I’ve led group sessions or taught Sunday School, a strategy that has proven to be really helpful is to praise specific children for their positive behavior when another child may be engaging in a negative behavior to help the group understand my expectations, give praise to children who are behaving appropriately, and attempt to help the children who are misbehaving redirect without drawing attention to them. For example, if a child is laying down on the floor and not paying attention, I might say, “I really like how Jacob, Susan, and Joe are sitting on their bottom, listening, and are ready to sing.” Sometimes, children misbehave in order to seek attention. By giving attention to positive behavior and ignoring the child engaging in negative behavior in this instance, I am trying to reinforce positive behaviors rather than negative behaviors. I have clients in individual sessions that will engage in negative behaviors just to get a reaction out of me or gain attention from me. Often when this happens, I will remove direct eye contact (while still monitoring them and ensuring they and others are safe) and will interact minimally or not at all with them until they have redirected their behavior, and then I will praise them for their positive behavior and reestablish direct eye contact and interaction. This typically works each time within about a five minute time frame or less. Another strategy I’ve used when this occurs in individual sessions is to remove eye contact and say aloud, “I really wish (client’s name) would use his/her nice hands right now.” –I have a client who will attempt to bite her hands to gain attention from me, and this always helps her redirect and put her hands down and away from her mouth within minutes.

[Michelle Russell]

I loved reading everyone’s answers. Something that I have been thinking about a bit is class size. What is best class size to insure that I am able to provide what each participat (family) needs? I wonder if you all have any suggestions for that?

As far as successful strategies that I am using now, communication is key! When expectations are clear and consistent it makes success for participants much easier. I am looking forward to working more with families as most of my early childhood groups at this time are in educational settings. Communicating with parents is going to be a new experience for me.

Kayla, your explanation of the importance of Proximity was spot on! I feel that it is such a vital part of a successful experience.

[Megan Dewing]

I agree with everyone’s answers. Proximity, as Kayla explained is something that I always use as a strategy for success. If they are unable to hear, see, or feel the instrument, they will not be able to use it.

I also use positive reinforcement in my group sessions. As Amanda shared, reinforcing those around the room doing what you want them to do is always helpful, and I use this technique in almost all of my groups.

Michelle, I could not agree more about communication! If the expectations are not clear and they are consistently and effectively communicated, it is hard for the children to know what we expect of them. Also, sharing with parents about what we are doing in the session and how they can take the music outside of the session is helpful for the children’s growth.

[Jaycie Voorhees]

I have different ways to shoot for success with different age groups. One of the things I love about the 3-5 age group is that most children respond when I give positive reinforcement to other students (i.e. “I love how Annabelle is sitting so nicely!”) then the child in question rushes to do the same action. With kids age 18 months to 3 years that may or may not work, so I try to use proximity as others have mentioned, partial/full physical prompts when necessary, and positive reinforcement of anything they do that supports the group experience. It is also nice to set up clear rules and boundaries (perhaps in the form of a song!) that lets the kids know what is expected of them, and to remind them each session by singing the song as a group or whenever a problem behavior occurs.

[Kristina Rio]

Michelle, right now my groups max out at 12 and the minimum is three. We sometimes run classes with two in the hopes that more will join late! The larger groups can become challenging to manage especially when you have adults in the room too, but we’ve found 12 to be successful.

[Milijana Majstorovic Kozul]

I agree with all of you. And that is right what Jaycie said about set up clear rules and boundaries through song. that is great way to respond on different group characteristics. Amanda also shares with us great strategies about “eye contact” which I also concerned as a powerful one.
I have one questions…. where is the line between “music making” and speaking/talking on the class? Do we have to explain parents what are we doing or?
Another one question about dynamic. Should the class have to be in form of “flow” or we are following the dynamic of the group (sometimes in my mt groups with the children with cer.palsy we had sometimes goals, but sometimes the dynamic can be shifted and then we are following that. for example some girl broke the maraca and then the dynamic of the group changed and other participants try to “save” maraca situation. That maraca can represent her or somebody. My question is “how deep” should we have to involve therapeutically on the class?
Meredith and Beth said that Sprouting Melodies are for every children. So if we have children with special needs and other one do we have to put them in the group together or? Can you tell me more about that from practice?

[Katie Whipple]

1. Swift and natural transitions- too much down time in between experiences is never a good thing… so utilizing those transitions songs is a must!
2. Providing opportunities for choices or leading peers (when appropriate)- this can go a long way to helping a little one with very little choices in their life to feel empowered.
3. Using dynamics- always utilizing the dynamics of my voice, guitar, other instruments and of the song to change or shape a behavior
4. Incorporating the parent- It doesn’t hurt to utilize the parents or caregivers to redirect behaviors! For example, “Hey Sammie… what color are mom’s shoes today… what about her scarf… can you help your mom with the scarf?”
5. Turning little one’s into helpers! Kids love to help and feel that they are important. You can redirect many behaviors by asking for their help in passing out instruments, collecting instruments, showing others how to pat, etc.

I definitely agree with those of you who talked about proximity and positive reinforcement. Michelle great question about numbers. Kristina to clarify- is that 12 including adults or is it 12 kiddos plus 12 adults? thanks!

[Kristina Rio]

Milijana, There should always be more music making than talking. I try to keep the informational talking points short and sweet. The sentences you practiced during this training on what to share with parents during class are short and sweet and get your point across quickly. You can mention something and then during moments of transition when you are getting your guitar or putting the instruments back on the shelf, take those moments to share something you noticed. At the end of class you can always elaborate and say, remember when I mentioned that, this is why it works.

We do inclusive classes where there are children who have special needs and some are in early intervention. As far as group flow, it is important to read the room and go with the energy presented, or what is needed, but a structure that brings the energy down towards the transition out of music is also important. We can explain to parents how much fun it is for the children to run around and play, but that it’s just as important to provide calming strategies to prepare them for goodbye and to cool off from the high energy exerted in class.

There is also a class we call Special Sprouts, which is intended for children with special needs who are seeking a class with other children with special needs, but we have not run that particular class yet.
Let me know if you have any other questions, or if this does not answer your questions!

[Kristina Rio]

Katie, That is 12 just counting the kids!

[Milijana Majstorovic Kozul]

Thank you Kristina :)!

[Darcy Lipscomb]

As Katie mentioned, natural transitions are key. Using the music as a tool to support each transition has been helpful. It reinforces the transition task through lyrics, melodic contour, timbre, and tempo. Communicating expectations is also very important, for adults and children. Adults need to know what they can reasonably expect from their child at his/her current developmental level and children thrive on clear boundaries.

[Anonymous]

Michelle as a provider you can also choose the class size that works best for you. As Kristina mentioned, 12 children works well at Roman Music Therapy. In my program I cap my classes at 8 children and sometimes 9-10 if it’s a Family Sprouts class and I have space for one more family but they have two children. I am, personally, more comfortable with a smaller class size but each provider can decide what works best for them. Meredith and Beth do encourage providers to not go over 12 children because it does become difficult for the families when you go beyond that number. Also, since my program is new and I am trying to get classes started, I will start a class with just one family so that when other families inquire I have more than a Family Sprouts class available. I’ve been running Sprouting Melodies for almost a year and a half and started out with just two Family Sprouts classes and now worked up to adding a SM 1&2 combined. I personally wanted to start slow because that worked for my business and work schedule. So, you have the option to start with what is going to work for you and your business.

[Jacquelyn Blankinship]

1) Keep the music going as much as possible! I have found this to be SO helpful in my brief experience working with young ones. Using musical transitions (either planned or spontaneous, if needed) keeps the flow of the session and maintains the attention of the little ones. I’ve found that when I stop the music for a time, attention is interrupted and the kids will find other places to focus their attention. 2) I agree with what others said about proximity, as well. As Beth & Meredith mentioned during one of the trainings, I’ve found that using the guitar isn’t needed with young ones nearly as often as with other populations – and there’s the added benefit of allowing you to be a bit more mobile as needed (for assistance in any way with the kids or parents). 3) Finding ways to fit the kids responses into the activities has worked well for me – for the child and for the parent. Maybe the child isn’t doing exactly what a lot of the other children are doing, but finding a way to incorporate that action into the activity can be helpful – even if it’s just something as simple as acknowledging the movement, etc. that the child is doing in a positive way. 4) I completely agree with what Amanda said about the way you phrase instructions. I remember being taught in my work with young ones that if you give them a choice by the way you word something, you have to be ready to accept the choice they make (e.g. “Can you put away the maraca?” “No!”)

I found the information on class size very helpful – thank you!

[Mary Withington]

Learning everyone’s name immediately and using their names frequently. Keeping a quick flow of activities and observing energy levels low or high and making quick adjustments based on these observations. Moving with the children and family pairs constantly. Reminding the parents to participate with their child instead of gabbing to other parents and ignoring their child gently, by starting to sing, picking up their child and handing them back to the parent, verbally pointing out the behaviors the child is doing in a positive way,; I.e., “did you see how your baby was crawling to reach the instrument.?” Using simple transition songs and clean up songs. Changing out instruments immediately with another item such as a scarf or ball. Getting to know each child’s play style, energy level, behavior style, sensory limits. and social style and using their strengths. If you know a potential trigger to bad behavior you can adjust accordingly and be ready to redirect or change the activity. Ending on time instead of going over time. Also starting on time. Being well prepared and organized myself ahead of time so that I can be totally focused on the participants instead of being rushed, disorganized and unprepared. Know the developmental stages so that activities can be planned to ensure success at each level. Communication times a thousand with parents about their child’s behaviors and successes.

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