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I was able to use “you have two eyes” with a client, typically with her I use different songs to promote body awareness, and it was nice to switch it up, she was actively engaged (AEB eyes forward and smiling,) it is not uncommon for her to not make the body movements as prompted as this is beyond her developmental level at this time, however, her mom assists.
ParticipantI currently work with a child who fits into the development level of awareness. She can locate the source of sound, she will repeat a “giggle” sound consistently throughout the session, she can briefly grasp instruments and she tolerates being rocked and moved to music for short periods of time. I’ve found with her that when she looks away and I stop the music, she will look back to me and I will begin making music again, when we do this she is much more engaged. What amazes me about these developmental levels is how they are so highly individualized. I work with Children with DD, and this client is an adolescent.
ParticipantThe music culture where I work mostly centers around children’s standards, Disney songs, and classic rock/pop favorites, like “Yellow Submarine” and “On the road again.” As far as cultural music, we are looking to incorporate more Spanish favorites, as a majority of families we work with are part of the Latinx community. We don’t use a lot of Classical music as it isn’t client preferred music for most the kiddos I work with.
ParticipantWhat is most valuable for me is the range of development and what we should expect in typical development. As I’ve said previously, being a new professional working with DD and neurodivergence, it is important to understand what is typical so we can target developmental milestones that are delayed. It is difficult with my population to stay grounded in the “typical” development, and as discussed, parents often don’t know what to expect and when development is delayed.
ParticipantThis has been very informative, as I work with kiddos from 4 to 20 with developmental disabilities and I am a new professional. Getting a better picture of what typical development looks like is very helpful, as I am in the world of disability and development looks so different across this population. I hope that this information will help me be able to assess my clients more effectively and thus, create a better treatment plan.
ParticipantHello Everyone! My name is Mikelia and I am an MT-BC in Fort Myers, FL and I am relocating to Portland, OR this week! I went to Florida Gulf Coast University for my undergrad, I just got my board-certification in February and I have 4 cats. I accepted a position with IDD adults primarily and may be taking over the early childhood program with my new company when it is safe to do so. I am so grateful that I get to do the work that we do. I am excited for this course and I am hoping to learn how to use developmentally appropriate music for the kiddos that I work with, as well as expand my repertoire. Looking forward to it!
ParticipantThe role of music therapy in communities can be so large, as this course is about Early Childhood, and in this community we are looking to create a community of children and parents to be social, ask questions and developmentally healthy. However, in other roles community based music therapy is used, it can very so different, for example, I’ve done work in a community-based mental health center, and their goals included wellness, processing experiences, and group cohesion.
Music is so very engrained in our lives and can lead us to meet all kinds of people with different experiences, as we all may have experienced in our education, and these different experiences allow us to learn from other perspectives, which I think is truly the role of community in music.
August 10, 2021 at 11:26 am
in reply to: Share some of your experiences with children of this age and level.
ParticipantI do not have experience with children of this age chronologically, however I work with one child who is chronologically twelve, but is at the developmental level of an infant. For the longest time, I didn’t know how to session plan or what goals to set being that this is a level I was not trained in. A big goal for her is just engagement, I am currently working with her virtually. Her previous MT was mostly singing nursey rhymes to her and asking mom to provide hand-over-hand for playing and movement activities. Using some of the songs and interventions learned in this training, I’ve been working with her to locate sounds and encourage bonding and engagement with her mom. I’ve noticed I’ve been able to increase her eye contact and engagement by around 50% recently, and LOTS of vocalization that was not present when I started to work with her. The youngest child I was worked with previously was maybe 3 years old in a preschool/daycare setting during practicum.
July 31, 2021 at 10:52 am
in reply to: What are the needs of the families and communities that you work with?
ParticipantThe families that I work with are mostly IDD pre-teens and teens, most with an ASD diagnosis. A lot of these parents are incredibly overwhelmed with how many therapies they see on any given day, along with the regular duties of daily activities, working and raising other siblings. The needs of the kids themselves are usually expressive and receptive communication skills.
In my community, there is not a lot of knowledge regarding ASD and what services are available to families other than ABA therapy, I think there is a large need, there is also not a ton of services aimed at parent and child connection, like “Mommy (Daddy or Caregiver) and Me,” most services here are “drop your kid off and go.”
Music can address the first concern with families by helping encourage expressive communication through creative music making, while addressing receptive communication through songs with strict structure and built in prompts as discussed in the modules. The second issue can be addressed through the creation of a early learning music center as discussed in the module, and advocating for more music within our community.
ParticipantI think music therapist can see development milestones in action through music, a medium that is fun and motivating for kiddos. The value for young families is that they get to see and truly understand these milestones in a different environment, one that is social and highly-motivating, and also be able to ask questions. Another value is the bonding and social component of music, bonding and trust building with the parent, while the kiddo is also discovering how to socialize with peers and where they fit in that social dynamic.
ParticipantBecause we have a specific understanding of musical and childhood development, we can catch onto musical behaviors that those without our training may not. Through this understanding of musicality, we can encourage music making for the kiddo and help them to develop and follow through the developmental steps presented prior.
July 19, 2021 at 9:13 am
in reply to: How have you used these four music experiences in your practice?
ParticipantI have not used these music experiences yet, however I will be using the transition songs later this week to help my kiddos with transition anxiety, I have one older child with ASD who is going to be moving homes and I will be finding a transition song for him as well. Gathering songs could be useful in some of my sessions, but I actually don’t see groups right now and the kids I see that need that structure are being seen virtually, I will be using these gathering songs for them and see how it goes!
ParticipantThe music culture where I work mostly centers around children’s standards, Disney songs, and classic rock/pop favorites, like “Yellow Submarine” and “On the road again.” As far as cultural music, we are looking to incorporate more Spanish favorites, as a majority of families we work with are part of the Latinx community. We don’t use a lot of Classical music as it isn’t client preferred music for most the kiddos I work with.
ParticipantAwareness: Turning eye gaze to source of music, tolerate being moved to music, differentiate between silence and music through movement and vocalization.
Trust: Will begin to vocalize in response to music, will play a drum to internal beat, adjust vocalizations to communicate
Independence: Isolates body parts to move rhythmically, begins experimenting with dynamics, explores instruments purposefully
Control: Dances spontaneously to music, sings song fragments, and will do learned dance moves
Responsibility: Follows pulse of familiar songs, differentiates between loud and soft and can demonstrate, listens to the play of othersParticipantI was able to use “you have two eyes” with a client, typically with her I use different songs to promote body awareness, and it was nice to switch it up, she was actively engaged (AEB eyes forward and smiling,) it is not uncommon for her to not make the body movements as prompted as this is beyond her developmental level at this time, however, her mom assists.
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