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7/31/2019 Children Final With Pics

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Music Therapyand ChildrenKathryn M. Medina

DLSU Dasmarinas

SPED 109


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Objectives

To Identify Children Served by Music Therapy

To Identify Uses of Music Therapy with Children

in Medical and Educational Settings in the USA


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Children Who Receive Music Therapy

Premature Infants

Developmental Disabilities

Learning Disabilities

Behavior Disorders

Communication Disorders

Sensory Impairment

Physical and Health Impairments

Abused Children


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Work Settings DemonstratingGrowth in Employment

for Music Therapists In the USA (2003)

Self Employment or Private Practice

(Includes Services to Children)

School (K - 12)

Early Childhood Intervention

Child and Adolescent Treatment Centers


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Music Therapy

Use of music by a trained music therapist to:

restore physical

maintain mental

improve health


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Role of Music Therapyin the Cycle of Illness

Music therapy promotes coping skills and diminishespsychological symptoms to client ability.


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Cycle of Illness - Hans Selye (1956)

Stress

Distress

DisorderDisease Disability


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Clinical Research in Music Therapy(Standley, 2000)

Results of a meta-analysis of clinical studies in music therapy in English(l980 - 1999)

92 Studies

232 Variables - Effect Size ( r=3. 28 to - 1.53)

Music condition sometimes more than 3 standard deviations greater ineffect than the control condition (Standley, 2000, p. 9)


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Music Effects

Live music by trained music therapist (ES = 1.13, n = 16) has a greatereffect than recorded music

Preferred music has the greatest effect

(ES = 1.40, n = 30)

(Standley, 2000, p. 15)


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Research in Music Therapywith Children

Children & adolescents (ES = .95, n = 26) respond to music withslightly greater effect than do adults (ES = .87, n = 158)

The smallest effects for music were with newborns

(ES, .48, n = 34)

(Standley, 2000, p. 9)


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Music Therapy Approaches

Improvisational

Music Stimulation &Enrichment

Medical

Medical Objectives

Educational Skill Development: in

Nonmusic Domains


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Improvisational Model

Paul Nordoff & Clive Robbins


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Music Therapy Environments

Medical

Educational


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Medical Music TherapyNewborns & Pediatrics

Jayne M. Standley, Ph.D

Florida State University


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Medical Music TherapyHospitalized Newborns

Treatment by Physician Referral

Established Music TherapyPractices and Hospital Protocol

Observed Clinical Effects


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Research in Music with Premature Infants Hospitalized in the NeonatalIntensive Care Unit (NICU)

11 studies

21 variables

Music generally has a positive and

significant effect in NICU: initial resultswere inconsistent (Standley, 2000, p. 19)


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Music Therapy Objectives

Hospitalized Newborns

Pacification for Growth & Development

Enhanced Respiration (Reduced Oxygen Support)

Non-Nutritive Sucking (Promotes Feeding)

Parent Training & Counseling

Promotion of Development

(awareness, tracking & social reciprocity)


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Sustained music, live or recorded, is provided to individual infants to:

Facilitate growth, development, and learning

Promote enhanced respiratory strength and reduction of stress

(Standley, 2003, p. 76-77)

Music Therapy Intervention I


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Music Therapy Intervention II

Music to reinforce non-nutritive and nutritive sucking endurance andeffectiveness (Standley, 2003, p.79-89)


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Music Therapy Intervention III

Music and multimodal stimulation to facilitate neurological growthand development using a (prescribed) auditory, tactile, visual andvestibular stimulation sequence

(Standley, 2003, p. 89-94)


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Music Therapy Intervention IV

Live, slightly stimulating music (sung) to the swaddled infant tofacilitate alertness and response to people and the environment

(Standley, 2003, p. 94)


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Medical Music Therapy

in Pediatrics Pain Reduction

Communication of Distress

Normalization of Environment

Therapy Enhancement

Family Counseling

Stimulation

(Standley, 2003)


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Music as a Focus of Attention During DistractionConditions

4 Groups:

Spoken Story with No Distraction (n = 17)

Spoken Story with Distraction (n = 18)

Musical Story with No Distraction (n = 17)

Musical Story with Distraction (n = 20)


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Treatment

Musical story/song was Little Squirrel CD recording of male voice

with instrumental accompaniment (116 sec., 77-88 dB withheadphones)

Spoken version of the story was recited at the same tempo as themusical verses and by male voice


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Treatment

Visual aids for song and story were pictures of the actions and

animals in the story

3 Distracter sounds presented were: Ambulance Siren

People Talking

Telephone Ringing


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Treatment

Each child was told he would listen to a story about a squirrel that did manythings

The child was instructed to listen to the story and to point to pictures on aboard illustrating what the squirrel did during the story

Experimenter tabulated correct responses in at correct times in the story


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Results (Wolfe & Naguchi 2003)

Children were more focused, engaged, and attentive during themusical story conditions, whether with or without distraction,compared to the spoken story conditions, whether with orwithout distraction

Significant Results: Music was an effective focus of attentionwith or without distraction (F = 4.52, df = 3, p = .006)


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Goals of Music Therapyin Education

Prevention & Early Intervention

Remediation

Compensation for Disability


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Research in MusicChildren & Adolescents

with Disabilities(Jellison, 2000)

148 data based studies (1975 - 1999)

Age range = 14 to 22 months

Children & youth with disabilities (n = 101) Children & youth with disabilities (n = 101)

Non-disabled children (n = 14)

Compared or combined children: (n = 33)

Disabled and typical peers


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Disabilities in by Frequency in Research Literature

The most prevalent populations were developmental delay, learningdisability, severe hearing impairment & emotional disorder

The least prevalent populations were brain injury, severe visualimpairment, attention deficit disorder, speech & languageimpairment & Rett Syndrome (Jellison, 2000, p. 231)


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Nonmusic Outcomes

Music as a stimulus, cue or prompt for academic, motor, social& verbal behavior (n = 34)

Music as a structured activity for academic, motor, social &verbal behavior & assessment (n = 51)

Music as a behavioral contingency for academic, motor, social &

verbal behavior (n = 25)


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Music Outcomes

Music Discrimination (n = 17)

Singing (n = 15)

Listening & Music Preference (n = 18)

General Participation (n = 16) Playing Instruments & (n = 17)

Instrument Preference (n = 4)

Movement (n = 4)

Verbalizing (n = 4)

(Jellison, 2000, p. 237)


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Trends in Music Research (Jellison, 2000)

Increase in Music Research with . . .

Very Young Children

Children with Attention Deficit Disorder and/or Hyperactivity

Children with Autism

(Jellison, 2000 p. 243)


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Remediation in Older Children

Child referral and music therapy assessment

Goal is to minimize the effects of disability

Music used to engage child playfully and to teach skills


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Helping Older Children to Live as Normally asPossible

Child referral and music therapy assessment

Child participates in music, individually or with others, to promoteindependence and community


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Music Therapy is a Viable Therapy for Children as It Is. . . Cost effective

An integrative treatment modality

Protocol is grounded in research

Treatment based on clinical assessment Play-like: Engaging for children

Structured and flexible

Adaptable to patients music preferences & experience

Accountable for change in nonmusic skills

Useful in group or individual settings


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In Conclusion

Music therapy is an effective clinical intervention useful in thetreatment for hospitalized infants and children with special

medical and education needs.


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