[Becky Wellman]

I use a lot of these situations as “teachable moments” for parents. I had a group for children under 3 and one of the children hid in the coat rack at the beginning of the session. His mom was distressed, but I told her to sit in the circle and wait for him to join us. I think she thought I was nuts, but as we sang the “hello” song and took turns singing into an echo mike I could see him paying more attention to what we were doing. I tipped my head toward him so the mom would turn to look. Once she turned to look at him he came right over and joined us. It was great! I’ve also found that simply making eye contact with the children can make a difference. Like Beth said, a wink can capture them and encourage them to join in.

I’ve also found that not letting my emotions take over when I’m frustrated with a child who is acting out can help the parents as well. I had a one-on-one session with a child two weeks ago. He wanted to show me his train. I said it was fine and we set it up quickly. We sang train songs while pushing the engines around for a few minutes. I decided it was long enough and told him that we had one minute left to play. He told me no. His father told me I was asking for a meltdown. I waited about a minute (or so) and told him that I was going to count to 10 and then we would be “all done” trains. He told me no. As I counted, I started putting cars away. When I reached 10 he had one engine left. I thanked Percy (the engine) for playing, took it from his hand, and put it away. He did not fight and moved easily to another intervention. His dad was shocked. He said that I was like Cesar. I must have stared at him blankly, because he compared me with the dog whisperer in that I was teaching the parents just as much as the kids in how to get things done. It was the nicest kind of complement!

I really enjoy being able to point out a child’s strengths to their parents. For many of my children with special needs, their deficits are highlighted more than their abilities. While these parents need support and guidance, sometimes they need to hear that they are doing a great job. They worry. They “freak out”. We can help ease some of that!

[Becky Wellman]

I have been working with children and families in early childhood for quite a few years. My groups typically run through the special rec. program, but many ask when my next session will be or what else I’m doing because their kids love our time together. So far, I’ve had to refer them to other programs because I have not had the time to put together a program which could be run easily in the community. A program such as Sprouting Melodies is great because it allows me to put my own stamp on the sessions and does not dictate what I should do every week. I can also include many of my early intervention clients because I can adapt to their particular needs. It’s really a great opportunity for all involved!

[Becky Wellman]

Use 5 words to describe the music experiences in Sprouting Melodies 3: independent, exploring, funny, outgoing, headstrong

Create a plan for songs and music experiences to use in a Sprouting Melodies 3 session and Family Sprouts sessions

Sprouting Melodies 3 (and families too):
Gathering: Welcome to Music
Bonding: Shoe a Little Horse, Row Your Boat (with team rowing)
Songs About Me: I’ve Got the Music in Me, Where is?
Instrument: Click Your Sticks, Rockin’ on the Afuche (homemade afuche/cabasas)
Movement: Shake Your Sillies Out, Up and Down (scarves or parachutes)
Closing: Thanks for Music

[Becky Wellman]

Use 5 words to describe the music experiences in Family Sprouts: accepting, inclusive, social, flexible, together

Sprouting Melodies 3 (and families too-sorry I planned them together in a separate document):
Gathering: Welcome to Music
Bonding: Shoe a Little Horse, Row Your Boat (with team rowing)
Songs About Me: I’ve Got the Music in Me, Where is?
Instrument: Click Your Sticks, Rockin’ on the Afuche (homemade afuche/cabasas)
Movement: Shake Your Sillies Out, Up and Down (scarves or parachutes)
Closing: Thanks for Music

Share some thoughts about the challenges of providing multi-age groupings:
A multi-age group can be challenging in finding musical experiences which engage all of the children involved. Another issue can be parents comparing their child with other children who may be younger or older. I’ve had parents in multi-age groups look at an older child with either concern regarding the trajectory of their own child (especially in the case of those diagnosed with autism) or with misplaced pride in what their child can do. It can be important in these groups to warn against such comparisons as each child is different and comparisons such as these can derail the purpose and plan of the group.

[Becky Wellman]

• Share how you can explain to parents the difference between music for development and music for skill building.

As someone who uses music for both development and skill building, this is something I have to explain on a regular basis. When I use music for skill building the songs are generally written specifically to support those skills. They are simple songs which reinforce the skills by telling the children what I want them to do (stacking blocks, pushing in pegs, etc.). Music for development may be looking at the whole child rather than just one task. We may be singing a song which works on following directions, movement, coordination, spatial reasoning, interaction, and social skills but the child may not be fully aware of everything they are working on. All of these skills are vital to their development, but are not comprised of one single task. As many Americans are task-driven, we sometimes tend to only see the value in those things which we see the immediate result of. It helps to have families see beyond that!

[Becky Wellman]

Share your thoughts with the board on how much stimulation is enough? How much stimulation is too much?
I think stimulation depends on the day and the group. I generally start with something with milder stimulation (my hello song is pretty peppy, but the pauses are predictable so they know they’re coming. I can make them more or less dramatic as I need). I can then determine from there what I can or can not do. Being music therapists, we’re good at adjusting as needed! Can I be as crazy with 9-18 month olds as I can with three or four year olds, no. Can I start to make things a little more goofy? Sure! I find this age really starts to get those little stimulating games and songs which makes it fun. As the sessions progress, we can add a little more as they are ready!

• Use 5 words to describe the music experiences in Sprouting Melodies 2. Playful, structured spontaneity, moving, exploring

• Write 5 sentences you can use when speaking with parents about musical responses of children in SM 2.
It’s OK, let them go. See? They’re still engaged even though they are not sitting with us. They’ll come back in a few minutes.
At home, hold the pitch we were just singing then wait. Listen for your child to copy it. Even if it looks like they are not listening, if we listen we’ll often hear them making that same sound!
Look at how wonderful their attachment is. They feel very comfortable in knowing they can wander around the room and that you will still be there when they get back!
It’s OK that they are still putting the instruments in their mouth. Notice that they are still listening to us while they are mouthing.
I like the way you are tapping their whole foot on the floor. It really allows them to get input through their entire body!

• Create a plan for songs and music experiences to use in a Sprouting Melodies 2 session
Greeting/Gathering: Welcome to Music
Bonding Songs: Shoe a Little Horse, Hold on Tight
Songs About Me: Where is?, Just Like Me
Instrument Songs: Shake, Shake, Shake (with little maracas), We Can Play (with drums)
Movement Songs: March with My Baby, Can You Follow?
Good-bye Song: Thanks for Music

• What kind and brand of instruments are you using in your groups with children of this developmental level?
As I only do individual sessions at this time with kids this age I have a little more wiggle with what I use (I’m right there. I can stop some ickiness). I use a lot of shakin’ eggs (again I can monitor them), Chick-itas, bells (I love the animal ones for kids. They’re meant for over 3, but again in a one-on-one session I can monitor where they are chewing-like the animal’s head rather than the bell for long), a REMO floor tom (it’s great to work on tall kneeling), and a sparkle shape drum (like a shallow ocean drum). All easy to play and easy to clean. I keep a tub of Clorox wipes in my bag at all times so I can wipe them down right away.

[Becky Wellman]

Five words to explain music experiences in SM1: calming, bonding, stimulating, exploring, appropriate

Five sentences for parents about musical response:
Can you hear that their crying is in the same pitch as our song? How exciting!
I like how you’re helping them clap. Remember, it’s not about sound but learning to bring our hands together at midline.
That’s a perfect place to be for them to see you while we are singing. They can hear your voice, see you, and make a great connection.
Your child loves to hear your voice. It’s not about the quality of singing, they prefer to hear you.
Repeat their sound back to them. This mimics the give and take of communication and will help to build their language and social skills.

Plan for songs in SM1
Greeting: Welcome to Music
Bonding: Row, Row, Row Your Boat; My Pony Macaroni
Songs About Me: Where is?, Just Like Me
Instrument Songs: Shake, Shake, Shake; We Can Play (with hand drums)
Movement Songs: Clap, Clap, Clap Your Hands (with adapted verses for other movements)
Good-bye: Thanks for Music

Share experiences with children 0-9
Typically when I see children in this age range it is because they have a diagnosis which qualified them for early intervention services at birth or have significant enough delays that we would agree that therapy was warranted so early. For many of these children, one of my main goals is comfort in handling and awareness of what is going on in their environment. When speaking with their parents, I find I spend a lot of time comforting them, explaining what is going on, and reassuring them that they are going to be fine and that we will be with them to help. While I am working with the children during this age range on motor skills, hand-eye coordination skills, early communication skills, and social skills, the bulk of my focus is on the parents. Having a child diagnosed with special needs so early can be especially devastating for a family. I use music to help the parents find a way to connect with a child who may seem foreign to them. I use it as a medium to make other interventions easier. I use it to help parents find their way. I’m often surprised at how much more comfortable parents (and children) are in music therapy and how often they will tell me their fears as opposed to other therapists. It is nice to be able to provide that environment for families who need.

[Becky Wellman]

Role of MT in community based settings: Music therapists can meet a significant need in community based settings. While general community music classes are available in my area, there are no options for children who do not “fit” into these models or the current classes. While Sprouting Melodies is not specifically for children with special needs or developmental delays, as music therapists we not only understand these children but welcome them into our sessions. Our education and training allows us to design an environment which allows children of differing abilities to come together in a shared music experience. Music “teachers” in other programs are not required to have any music training or ability beyond being able to carry a tune and keep a beat. Their sessions are designed for them with little flexibility. As music therapists, we know how to think on our feet and design the best possible evidenced based practice for the children of our community.

[Becky Wellman]

Renee- you touched on the topic of my blog post for ECMMA this week. Music is very powerful even when we feel like we are just doing normal stuff. For some people, it is everything they need. It doesn’t always have to be talking about the bad to be therapeutic. Sometimes it is just enough to remind them of what is “normal” and what is good. We have a powerful tool in our hands. I think sometimes we forget how amazing we can be when we use it!

Please let us know how we can support you in your efforts to heal your community. The world of music therapy is here, at your service!
Becky

[Becky Wellman]

What do we bring as music therapists? I completed the training for a different early childhood community music program this spring. I found that there was so much focus on the music that some of the aspects of the child was lost in the mix. When I mentioned concerns about not being able to point out developmental milestones or red flags, I was told that it was not my job. As a music therapist it is totally part of my job! My families depend on me to help guide them through this journey of parenting. All of my families look to me for help understanding what their child is doing and why. I find that through music I can highlight what they are doing which is amazing and what they are doing which is of concern. My training also allows me to adjust the music immediately to meet the needs of the group. I can read the parents and the children and make changes as we need to have a successful group.

What are the needs of my families? Most of my families really just want to hear that they are doing a great job. They need support in using music at home. Many are not secure in their own music making. I hear “I don’t sing like you” all the time. I assure them that their child WANTS to hear them sing, but they are not always so sure. Over time, they will tell me about them singing my songs when I’m not there or finding themselves humming one in the shower. They also need support in being free with their kids. I am a complete dork with my clients. You dance? I dance. You make silly sounds? I sing them back. You do something goofy? I clap and cheer. Whatever it takes (within reason) I’ll do it (we spent 20 minutes this morning “playing” the therapy ball). My parents are not always willing. While I’m more successful at getting them to use music, it’s taking a little longer to get them to just be silly!

What are the needs of my community? We do not have a community music program in the western Chicago suburbs which meets the needs of all of our children. I have been referring my higher functioning clients to a different program for the past few years with mixed results. There is a program about 10 miles from here where the parents are usually pleased. There is another over 15 miles away where I have had parents asked to leave because their child is “acting out” in music. I have been asked for years to start a program such as this in the area. When I spoke to the music “teachers” who run the program and they told me that they couldn’t ask the parents if their child had a diagnosis or developmental delay which could impact their participation or sensory interpretation of the interventions. They weren’t allowed to tell them if they noticed a developmental delay or behavioral red flag. My families deserve better. They deserve a music environment which provides what they need. They deserve a music environment where they know that the provider knows how to help them when their child is overwhelmed, that can guide them through the good and the bad patches, and can share music which is developmentally appropriate. They need to know that ALL children are welcome in music!
(thank you for my little soap box)

[Becky Wellman]

As I work as both a music therapist and a developmental therapist I am using all of these techniques to not only work on music development, but to help them reach their developmental milestones. All of these are important in helping the children I work with meet their goals. It is also a nice vehicle to show their parents how to use music at home. With the sessions in their homes it is easier for me to reflect on what I am observing from the children (“did you hear that? He’s copying our pitch”) and to show them how they can continue to support it at home.

When I was doing group sessions, I would incorporate all of these skills within each session while keeping each client’s ability and functioning level in mind. As I could not control the make-up of my groups (they were scheduled through the special recreation department and they determined who would be in each group) this was not always easy! I attempted to have at least one intervention targeted to each child so I would have an opportunity to point out successes to their parents. As I could, I would point out what I would see during music during the sessions. Sometimes it was not possible so I would need to talk to them after. When this was the case I would do my best to reinforce the message the following week.

In taking this course, I’m not necessarily altering my sessions, but am getting excited about the possibility of leading groups which are more appropriate for children of all abilities and not just those who meet what the special rec. department feel is appropriate. It would be fun to stretch my musical wings (so to speak) and do more of what I think would be appropriate and fun than what others dictate!

[Becky Wellman]

Hi folks! Since I generally work in one-on-one situations most of my post today is from that perspective. Thanks for rolling with me!

Vocal progression
Awareness: I love to have parents sing, hum, or remove the words from songs and replace them with open vowel sounds for children who are just starting to be aware of music. By removing the words they can concentrate on the contour of the music and the sounds their parents are making.
Trust: Children will engage in vocal turn taking when starting to realize that if they “talk” someone will talk back. Singing what the child says back to them not only helps support their language development, but their music development as well.
Independence: As children become more comfortable with their voice they will use broader dynamics. When we sing them back as they vocalize or alter them to be even more dynamic and have wider contour they will work to imitate them and expand their vocal abilities. It also mimics speech.
Control: When children are more comfortable with their singing voice they will start making up little songs or singing parts of those they know while playing. They may not sing with the therapist, but will “practice” on their own. As mentioned in the video, this is a great time for parents and therapist to give kids the space they need to explore on their own.
Responsibility: Just last week I had a client sing a book back to me. He turned the pages, paused for me to finish the phrase or fill in a sound, and corrected me if I did it “wrong”. While it was not fully responsibility, he is well on his way!

Instrument progression
Awareness: Using familiar songs and instrumentation to help calm. For example, if the family uses a specific song to help their child center themselves, we can use a similar song to help them calm during sessions.
Trust: Exploring instruments. Parents freak out when I let their children lick, throw, bang, bite, and otherwise explore my instruments. Generally I follow the children and narrate their movements through song and imitate what they are doing. They may show some simple patterns, but generally it is their own sound and experience, not mine.
Independence: I like to let children have a choice in instruments. I may have eggs and sticks or different colored instruments so they can show their independence in what they want to play.
Control: I LOVE start and stop games in music. When we first start, I control when we start and stop the music. As the child is more comfortable with their own control I let them tell ME when to start and stop. They love it!
Responsibility: Similar to listening, I like to play “monkey-see, monkey-do” games with older children with instrument play. My stick song (Click Your Sticks) prompts the children to show how we are going to play (traditional play, clicking ends, tapping the floor, T clicking, side clicking, etc.) and the group follows that lead. Each child gets a turn to show their peers what they need to do!

Movement progression
Awareness: When exposed to a song or song type which they prefer, children who are gaining awareness may kick their feet or wave their hands.
Trust: Children start to move their entire bodies to the music. This is usually using their legs and trunk more than their arms. They may bounce to the music in sitting or in standing.
Independence: Children start to isolate their body movements. This can be demonstrated through generalized movements with finger plays or simple movements with music (tapping hands on legs or floor, stomping, etc.).
Control: Children can follow more complex movements. This may include more specific movements for finger plays, following “monkey-see, monkey-do” type songs, or imitating simple dance patterns.
Responsibility: Children can follow movements with more complex sequences. I love to use the Pizza Hut song or Brown Squirrel for children who are more capable of movement or who are working toward responsibility. The movements for these songs start slow to let the children gain the sequence and then speed up for mastery and fun!

Listening progression
Awareness: Children recognize their mom’s voice and familiar lullabies or songs. They will turn their head or listen for a familiar voice.
Trust: When the child hears a familiar song they will respond. For example, when they hear the clean up song they will recognize it and the actions which accompany it. With my clients, I know which song will catch their attention and use it to redirect them back to a given task.
Independence: If we are using a crazy/silly song, the children are silly too. For example, if we are using Shake Your Sillies they will grade the size of their movement with the verse. If we are singing about a movement which is more quiet (tip-toe, sleeping, etc.) their movements are smaller. If we are singing about a movement which is bigger they copy the movement (marching, jumping, etc.). If I change the tone of my singing with the movement (soft voice with a big movement or loud voice with a small movement), the children will follow.
Control: This is a great time to use songs with directions. I love a tune called Jungle Walk from the Macmillian Sing and Learn series. Each verse prompts the children to move like a different animal (tigers, snakes, monkeys, flamingos). They have to listen to the transition between verses to know what animal comes next!
Responsibility: For children who are at this level I enjoy playing follow the leader games where one child plays and the others follow how they play. Each child takes a turn and needs to listen to the “leader” to know how to play.

[Becky Wellman]

OK. I’m a delinquent. I’ve had Beth’s book for almost 2 months and have not had a lot of time to sit and learn the songs. I pounded them out when the book first came (at least for a while), but have been distracted by a few other tasks since then 🙂

I have to say I use the same gathering song in my sessions that I’ve been using since my internship. It has a great steady rhythm (until the very end) and my clients respond accordingly. I have a contract with a residential school for children with multiple needs. All of them have some level of vision and hearing impairment in addition to cognitive delays. They sit around the table so I can use it to transmit vibrations to all of the children who attend.

In my youngest group I have a client who is eight and has no hearing. He will see me with the guitar but does not fully put together what we are doing until I start the greeting song. It starts with a great I, VI, I, V, I pattern before I even start singing. He can feel that and starts to smile. Once I come to him for his verse he will put his hand on the guitar smile and dance. It is fantastic! His teachers and staff are impressed with his progress and participation in music. It has really been exciting!

At the end of this greeting song I purposely put a pause between each of the last three chords. That little pause will catch the attention of even the children who appear to be in their own world during the song. It’s exciting to watch the response from just that little break!

[Becky Wellman]

By the way, this sweet child will be three in April. How exciting for her mom to see flickers of the child within during music? Here’s hoping for more exciting sessions to come!

[Becky Wellman]

I had an amazing awareness situation in a co-treatment session last week. I met a family over the summer at an expo and we finally worked out an assessment and subsequent coverage of music therapy through early intervention. This little girl is extremely involved. She has 6-10 seizures a day and presents minimal response to outside stimuli other than pain.

Our first two sessions were a little rough. The first was with her PT. I was sure I saw awareness of the music and pointed it out to her mom. Mom, of course, attributed it to something else. It was just pain, displeasure, a tic, whatever. Her second session was with the vision specialist and she slept the whole time. I presented a few options to mom during that session, but she seemed skeptical that it would get the response they were hoping for. The third session was when things came together the way I thought it might.

The third session was with the AT specialist (augmentative/alternative technology). They’ve been working on using a switch for cause and effect with the plan for transitioning to communication over time. They were using a CD with prerecorded songs which had her name. I asked to trade for the Omnichord (for you youngsters, that’s a Q-chord). When she would touch the strum plate I would sing. When she stopped, I stopped. While we saw a lot of activity in her eye movement and upper body we couldn’t be sure it was in response to the music. I cued her for the last verse and stopped the music completely at the end of the session and she began to cry. Her mother (and the AT specialist) were excited. We put the Omnichord back to play one more verse and she stopped. Fantastic! Here was a response to music (subtle as it is) and the clue for her parents that she is understanding more of what is going on around her!

It just goes to show that we need to really pay attention to see some of these changes, but they’re really there!

[Author]

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