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February 16, 2022 at 8:38 pm
in reply to: Share some of your experiences with children of this age and level.
ModeratorThank you all for your insights. Again, this question really highlights the unique skills you have to support the children and families you work with.
Thank you to all who came back and responded to each other. What great conversations!
February 16, 2022 at 8:31 pm
in reply to: What are the needs of the families and communities that you work with?
ModeratorThere is a lot gate keeping with autism diagnosis and in my area the wait times are also exceedingly long. Emerging research and advocacy from the autistic community is calling for a change in the “gold standard” treatment services. Though the greater medical community and medical model have not adopted this understand, there is a push for other services is starting to happen. I’ve come to learn that services like music therapy, occupational therapy, speech language therapy, and play therapy that come from a developmental, attachment, regulatory, and neuroaffirming approach are now being identified as the most helpful services for autism. The hope is that funding for these services can become available so more families can utilize them.
February 16, 2022 at 8:25 pm
in reply to: What are the needs of the families and communities that you work with?
ModeratorThank you all for sharing, with us, about the communities you work in. This is an excellent question to help you identify the unique value and service you have and ways you can meet the needs you are seeing.
February 16, 2022 at 8:19 pm
in reply to: How have you used these four music experiences in your practice?
ModeratorIt is always great to hear how you are using these music experiences in your work. It something you can also take with you throughout your entire career regardless of age or need too.
Remember to come back each week and respond to your co-participants. This helps to generate conversation and deepen the training.
February 6, 2022 at 9:39 pm
in reply to: How have you used these four music experiences in your practice?
ModeratorHi Anne,
Can you tell us how you have used playing instruments, singing, listening, and moving in past work you have done or with other populations you have worked with?
ModeratorHi Amy,
That is a great question. I am going to reach out to Elizabeth as she is well versed in research on devleopment.
ModeratorHi Everyone,
This question can be a bit confusing. Here is example to help you as you create your own sequence:
SINGING: AWARENESS: the child is beginning to hear pitches and shows us by changing pitches within vocalizations. TRUST: the child begins to match some pitches- beginning form of communication and singing. INDEPENDENCE: child babbles with melodic inflection and enjoys exploring with voice and pitch. CONTROL: The child now follows the melodic contour of a familiar song- not necessarily ‘on pitch’- but we can being to identify when he sings, “Old MacDonald”. RESPONSIBILITY: the child now uses pulse, meter within the melodic contour- the meter actually matches the actual song- so not only can the child’s mother recognize them singing Old MacDonald but most people can because the child remembers and reproduces the song.
INSTRUMENTS: AWARENESS: Child my reach out toward instrument, they may also respond differently to sedative music versus playful music. TRUST: child may pickup and play an instrument briefly- the length of time they play with vary- it’s intentional play but often brief. INDEPENDENCE: the child explores a variety of instruments and purposefully plays them. CONTROL: the child starts and stops instrument play- they are internalizing control. RESPONSIBILITY: the child successfully maintains a steady beat.
MOVING: AWARENESS: here we observe natural movements in response to music; TRUST- here the children do their “baby bop” they respond with repetitive movements. INDEPENDENT: child moves rhythmically with isolated body parts- it’s very intentional. CONTROL: the child now imitates learned musical movements- they do things with you. RESPONSIBILITY: now they use musical movements in sequence, they enjoy cognitive challenges.
LISTENING: AWARENESS- the child recognizes vocal timbre (mother’s voice); TRUST: the child now recognizes familiar melodies- which can be used to help soothe during stressful situations or during transitions; INDEPENDENCE: the child begins to match intensity of their movements to the intensity of the music- watch facial expressions. CONTROL- here the child stops action to listen to music RESPONSIBILITY: the child now listens to music of others it’s not only about the self- they can appreciate what others create.
ModeratorSounds like a great plan! If you have the time to come back and share what the experience was like, I think that will be very valuable and meaningful to the group.
ModeratorI truly enjoyed reading each of your experiences. Thank you all for your insights!
ModeratorHi Maggie,
That is wonderful to hear this training is already supporting your work! I love how you were able to inform your boss so that better decisions can be made for the work you do. Such great advocacy work on your part.
ModeratorHi Amy and Aliza,
Thank you for reaching out. This is an error. I am going into create the topics so you can answer the questions there.
ModeratorThank you to everyone that is coming back to interact with your fellow participants. This helps to deepen the information you are learning from this training. I encourage everyone to come back, read other’s responses, and interact with each other.
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