[Aliza Llovet]

Music Therapy in a community-based program provides a warm engaging and welcoming space for all forms of caregiver, children, and abilities. Music Therapists are specialists in development and are partners with families on supporting their child be successful.

[Aliza Llovet]

Funding and zip code variabilities can be so challenging when we see these needs being unmet.

[Aliza Llovet]

Really great points Jessica! No musical training needed for our families

[Aliza Llovet]

First time families or even young parents benefit from music therapy as being a evidenced-based practice and as I joke with families is presented in an engaging way where the child/family doesn’t even know they’re working. Music Therapists can present information to the family about the observations they are making and why they are using music in the way they are in an individualized manner. Music is a multi-sensory experience that is able to support and strengthen any developmental level.

[Aliza Llovet]

One of the benefits of early intervention in MA is that once a child/family is deemed eligible for the program it is covered entirely by insurance and/or the state. The families that I work with in the metro Boston area have had many challenges throughout COVID. Food insecurity, lack of hours at work, remote school and lack of devices/wifi band with, and then a young child that has a delay, medical condition, etc. Early Intervention providers triage what sort of supports that the family may need and provide coaching on how to support the child within their routine. Music can fit in seamlessly from movement songs while trying to get energy out in the middle of winter. Music can help support children through transitions in their day and so much more.

I have been hearing consistently from families that they want group opportunities for their child. Many of the families I work with are unable to pay for daycare and so their child has had little to no chance to play with other children. Music Therapy community groups would be a way for these families to have this opportunity in a safe, fun, and developmentally appropriate way.

[Aliza Llovet]

Sing- Awareness: Child will vocalize within pitch structure in response to singing Trust: Child will now vocalize within the tonality of the song Independence: Child will now imitate short vocalization or animal sounds Control: Child will now coordinate their breathing and vocalization in order to sustain a tone Responsibility: Child will now be able to sing familiar song while playing simple instrument

Play- Awareness: Child will use their hands to touch the source of sound Trust: Child will now explore instruments with hands or mouth Independence: Child will now use hands to strum guitar or autoharp Control: Child will now shake their instrument in a variety of tempos Responsibility: Child will now be able to alternate their hands while shaking instruments

Move- Awareness: Child will suck rhythmically Trust: Child will now move their entire body rhythmically in response to music Independence: Child will now clap their hands Control: Child will now pat their knees using both their hands at the same time Responsibility: Child will now be able to move in their environment forward and backward

Listen- Awareness: Child will pay more attention to consonant pitches Trust: Child will now have change in affect in response to the emotional content of the song Independence: Child will now be able to recognize familiar music even with a change in timbre Control: Child will now be able to listen and adjust their dynamics to match the song Responsibility: Child will now listen to the music of others

[Aliza Llovet]

Sing-
Awareness: Choosing keys to sing in higher pitches
Trust: Continue to have songs in higher pitches but maybe add ones with descending intervals like good morning song
Independence: Can add songs with glissandos to sing with such as the example of delicious
Control: Pause in the music to encourage child to fill in sound, word, or two word phrase
Responsibility: can add in songs with different vocal qualities like shouting and whispering to work on self control (can help model volume when around the baby versus outside)

Play-
Awareness: Have instruments such as cabasa to physically explore
Trust: can have instruments for the child to reach towards to swat at
Independence: can have the child strum the guitar such as resting one hand on guitar while standing and strumming with the other
Control: have the child grasp mallet with one hand to play instrument to work on hand eye coordination
Responsibility: can have call and response back and forth with caregiver or with friend

Move-
Awareness: have music that goes along with caregiver rocking or bouncing child
Trust: can tolerate rhythmic movement of their legs to a song such as to assist with gas
Independence: caregiver could have gross motor movement with their whole body that the child could imitate like rocking
Control: can have marching song or add songs where there’s space for clapping
Responsibility: can start to teach some simple social dances to the child or can have freeze dance

Listen-
Awareness: have music that has familiar melody in a sedative style when trying to sooth/lull to sleep
Trust: can work on sound location by having rests in the music
Independence: have songs that have different timbres, tempo and watch for the child musical preferences and dislikes
Control: can provide cues to the child such as speed of movement, transition songs, turn taking etc.
Responsibility: have child listen to the music for them to choose their movement that goes along with the music’s timbre, dynamics, or even concept within the song

[Aliza Llovet]

Currently, I’m only working with caregiver and child. For singing interventions, I have used the high repetition of familiar children songs to work on bilabial sounds, song patterns with phrases to work on extending utterances to 2-3 etc. word phrases, addressing articulation, and call/response to work on social communication. It’s helped me to take the time to really listen to the little ones’ vocalizations to hear those great developmental abilities.

For instrument playing interventions, I will typically start of by offering two instruments and see what choice the child makes whether by visually looking at one, reaching, pointing, asking, etc. It’s a great way to work on a variety of skills though I do enjoy using larger drums to work on supported standing. Since the start of this course, I have let more of my clients the freedom to explore and will often imitate how they play the instrument which has so many benefits from personal social, communication areas of development.

For movement interventions, I love bringing this in for my active clients whether from going stir crazy from the cold NE weather or typically have a higher baseline of needing that input. I have been thinking more of using this for co-regulation with some of my clients and their caregiver.

For listening interventions, I have used start/stop songs, introducing body parts, turn taking, and a variety of other outcomes. One thing I have really tried to stress with caregivers since starting this course is to really allow the child more time and not keep them to our super go go expectations.

[Aliza Llovet]

Awareness level: A child will prefer familiar vocal timbre; will prefer consonance over dissonance; and responds differently to sedative versus play-song music.

Trust level: A child will be able to locate sounds at a distance; hears changes in familiar melodies; and prefers higher pitch.

Independence level: A child will vocalize in response to music; bang two objects together; and will clap hands.

Control level: A child will use gestures or words to request a favorite song; uses different vocal timbres like shouting or whispering; and use familiar instruments functionally.

Responsibility level: A child will maintain a steady beat; sing in both major and minor keys; and control dynamics of play to match the music.

[Aliza Llovet]

One of the clients I am working with has been having difficulty with the addition of a new baby at her daycare. It has caused extreme clinginess to both daycare teacher and Foster Dad to the point that they can not even go to the bathroom. I used the song Car on My Knee but changed it to a baby and re-introduced a toy baby doll that she has. This has increased her interest in the toy and provides her a way to engage with it where she was previously disinterested.

[Aliza Llovet]

Similar to Jessica I work for an early intervention company which serves a diverse community. When referred to music therapy, part of the consult focuses specifically on how/when music is used in the home. It also takes the time to ask what the child’s favorite/least favorite songs and how do they show these preferences. I have gotten a list of songs with a variety of cultures/languages and genres through the use of this form.

[Aliza Llovet]

One funny story that came to mind was this past week I had trouble singing due to asthma from the cold in NE. I was working with a client I have been seeing for a long time who is in the independence stage. She had the most quintessential confused face when I started with my confused song since I could not sing with the same range. She was able to perceive that change in the melody that she had grown accustomed to. The caregiver and I just had to laugh in that moment.

[Aliza Llovet]

Thanks Amy!

[Aliza Llovet]

It’s so incredible to watch the individually unique journeys with the developmental understanding as a solid foundation of support.

[Aliza Llovet]

How has it been working in classrooms during the pandemic? Some of the clients I work with go to daycares and the constant closing of classrooms due to exposures has been tough.

[Author]

Posts