[Kasey Sollenberger]

Singing: Awareness- turn towards the person singing. Trust- display positive or cheerful affect upon hearing familiar song. Independence- use 2 pitches to vocalize intervals. Control- uses and matches vocal dynamics. Responsibility- sings multiple word phrases using multiple notes independently. Listening: Awareness- shows differentiation in movements in response to sound vs. silence. Trust- show response to silence by initiating vocalization. Independence- begin to search for source of specific sounds. Control- will anticipate starting/stopping during songs by observing musical cues. Responsibility- alter behavior, singing, and movements to follow the group. Playing Instruments: Awareness- reach towards instruments and explore with both hands and mouth. Trust- play simple 2-3 beat rhythm in repetition. Independence- begin to play instruments more functionally, will grasp shaker to shake. Control- plays instruments according to directives using various tempos and dynamics. Responsibility- sing and play instruments simultaneously. Moving: Awareness- shows reflective reactions to rhythm with body. Trust- makes repetitive motions to internal rhythm. Independence- match body moments to musical dynamics. Control- displays more advanced and coordinated movements with assistance: clapping, running, patting knees, jumping. Responsibility- sing and perform movements simultaneously, can perform a sequence of movements to music.

[Kasey Sollenberger]

All of these experiences are utilized in each of my sessions. Singing is used during greetings and goodbyes, to facilitate calming and relaxation, and as a vehicle for generating vocalizations/approximations. Instrument play is often a time to practice social skills: taking turns and sharing. We play instruments to address fine and gross motor skills such as grasp and range of motion. Movement songs are often incorporated. Imitating movements, following direction, and gross motor skills are addressed here. I like to use a variety of props for movement such as ribbons, scarfs, and parachute. Playing stop and go songs, and imitating each other on instruments and vocally are common listening strategies used in my sessions.

[Kasey Sollenberger]

There are two parts to the cultural music from what I consider my home communities. I live and work in Texas, but I went to school and grew up in southern Louisiana. So in Dallas, country western, folk songs, and a few Texas-specific songs are well known. I really enjoy embracing the cultures of different regions. Being from New Orleans, with its rich music culture, I find myself always sharing those experiences with my clients and find great joy in educating them about the music culture there.

[Kasey Sollenberger]

Before I even used “Wiggly Jiggly Car” I couldn’t get the song out of my head! I love the interaction between parent and child here. It’s a super fun one to use in groups and it’s great to be able to observe the bonding that occurs with this song in particular. I found that the parents enjoy “Just Like Me” as well, I think it’s because the song is so simple to sing along to and doesn’t require much direction.

[Kasey Sollenberger]

I currently am working with two sets of twin boys in a group that are strangely similar. Within each pair, one of the twins is typically developing and the other is slightly delayed. It makes for a very interesting group session! One set of the twins are 2 years old and the others just turned 3. Both typical boys are in the control stage. They love to play along to the stop & go songs, imitate movements and melodies, and play instruments in various tempos. The developmentally delayed twins are just entering the independence stage. They are starting to explore and play instruments functionally, move their bodies to a beat, and imitate or repeat sounds. It is fascinating to me to be able to examine their development in comparison to one another!

[Kasey Sollenberger]

The first valuable “takeaway” that comes to mind for me, is having the ability to assure parents that every child develops in their own time and that certain challenging actions/reactions from children (biting for example) are not reflections of ones parenting style. I took away so many bits of wisdom just from the developmental information and I can’t wait to dive into reading the book (Music, Therapy, and Early Childhood) I just received!

[Kasey Sollenberger]

Working within the early childhood setting, I hope to provide a supportive and encouraging role within the MT group or community. I have not experienced motherhood (yet), but I grew up working with children at our family business… having two teachers as parents also helped! Building rapport with my families is a top priority for me, and I’d like to think it comes naturally. Having an understanding and kind demeanor is second nature. I find all of these traits beneficial to creating the most therapeutic environment possible. It is so important to me that music therapy services are available to everyone who seeks them in my community. Making that a possibility greatly supports my work as an MT.

[Kasey Sollenberger]

Hello! My name is Kasey Sollenberger and I am a graduate of Loyola University, New Orleans. I finished my internship (Harris County Dept. of Education in Houston, TX) and graduated in 2011 and started my private practice, YourSong Music Therapy in the Dallas/Fort Worth Metroplex. Currently I have contracts with public school districts, a sensory play center, and private in-home clients. I was motivated to take this course for a few reasons. I have always worked with school age children but am interested in gaining more knowledge about MT and development with babies and toddlers. I am also greatly motivated by the community aspect of the program. As you can imagine, Dallas/Fort Worth is gigantic and I find the concept of having such a large community overwhelming! We also have a large population of MT’s here. I am moving to a smaller city nearby and am so eager to be a part of the community there and really have the opportunity to create a community of young families through music therapy. And of course some new material will be nice! So happy to be here and look forward to learning with and from you all!

[Kasey Sollenberger]

I haven’t had any clinical experience working within this age group. Like some others have mentioned, I have interacted with babies of my family members and a few friends. I enjoy observing babies in the awareness stage. It is fascinating to me to observe what they are attracted to and how they react to whatever the stimulus may be. Every new movement or facial expression they make is such an exciting accomplishment and I really enjoy celebrating those little achievements. I think it may be quite a change for me to facilitate these younger groups just because I have only worked with older children, but I look forward to it!

[Kasey Sollenberger]

It has been so interesting to read everyone’s comments on this topic. I’ve always had difficulty with the idea of “selling myself”(for lack of a better term) and/or my services; but I find it easier to focus on the value of music therapists as a whole vs. just myself and this course has greatly helped me to feel more confident. There have been no many great points made here. The first thing that comes to my mind is, when I started my group sessions, parents were constantly apologizing for their children. It is so valuable for the families to be able to come into a group setting, and just let their children be themselves! In whatever stage of development they are in, it is so important for us as the professional to ensure the parents that their child is not doing anything “wrong”. Music therapists enrich the lives of our families in so many ways: in creating bonds between caretaker and child, in creating support systems between families, and by facilitating child development in such a unique and effective way through music.

[Kasey Sollenberger]

I currently work at a sensory gym for children. Many of the families that visit the gym are looking for different opportunities that meet their child’s sensory needs. Children of all ages attend the gym, from little babies all the way up to teenagers. It is an environment that provides opportunities beneficial to typically developing children along with children who have sensory and developmental challenges. Many of the families I come into contact with at the gym want their children to be involved in an inclusive activity with their peers. Some of the children receive music therapy services individually but their parents have been searching for an MT group for them as well.

[Kasey Sollenberger]

Singing: Awareness- turn towards the person singing. Trust- display positive or cheerful affect upon hearing familiar song. Independence- use 2 pitches to vocalize intervals. Control- uses and matches vocal dynamics. Responsibility- sings multiple word phrases using multiple notes independently.
Listening: Awareness- shows differentiation in movements in response to sound vs. silence. Trust- show response to silence by initiating vocalization. Independence- begin to search for source of specific sounds. Control- will anticipate starting/stopping during songs by observing musical cues. Responsibility- alter behavior, singing, and movements to follow the group.
Playing Instruments: Awareness- reach towards instruments and explore with both hands and mouth. Trust- play simple 2-3 beat rhythm in repetition. Independence- begin to play instruments more functionally, will grasp shaker to shake. Control- plays instruments according to directives using various tempos and dynamics. Responsibility- sing and play instruments simultaneously.
Moving: Awareness- shows reflective reactions to rhythm with body. Trust- makes repetitive motions to internal rhythm. Independence- match body moments to musical dynamics. Control- displays more advanced and coordinated movements with assistance: clapping, running, patting knees, jumping. Responsibility- sing and perform movements simultaneously, can perform a sequence of movements to music.

[Kasey Sollenberger]

All of these experiences are utilized in each of my sessions. Singing is used during greetings and goodbyes, to facilitate calming and relaxation, and as a vehicle for generating vocalizations/approximations. Instrument play is often a time to practice social skills: taking turns and sharing. We play instruments to address fine and gross motor skills such as grasp and range of motion. Movement songs are often incorporated. Imitating movements, following direction, and gross motor skills are addressed here. I like to use a variety of props for movement such as ribbons, scarfs, and parachute. Playing stop and go songs, and imitating each other on instruments and vocally are common listening strategies used in my sessions.

[Kasey Sollenberger]

Before I even used “Wiggly Jiggly Car” I couldn’t get the song out of my head! I love the interaction between parent and child here. It’s a super fun one to use in groups and it’s great to be able to observe the bonding that occurs with this song in particular. I found that the parents enjoy “Just Like Me” as well, I think it’s because the song is so simple to sing along to and doesn’t require much direction.

[Kasey Sollenberger]

I currently am working with two sets of twin boys in a group that are strangely similar. Within each pair, one of the twins is typically developing and the other is slightly delayed. It makes for a very interesting group session! One set of the twins are 2 years old and the others just turned 3. Both typical boys are in the control stage. They love to play along to the stop & go songs, imitate movements and melodies, and play instruments in various tempos. The developmentally delayed twins are just entering the independence stage. They are starting to explore and play instruments functionally, move their bodies to a beat, and imitate or repeat sounds. It is fascinating to me to be able to examine their development in comparison to one another!

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