Children (and adults) on the autism spectrum may seem as if they are in their own world and either are not interested or unable to join the world outside. They live in a place deep within themselves which is familiar and safe. They decorate this home with things they love and create a space in which they feel comfortable. Many people live outside this home and demand the child step out- smiling, waving, making lots of noise, and holding out tokens to lure them away- so loudly that the child may lock the door and close the curtains, to remain safely inside. Using music, the board-certified music therapist (MT-BC) makes gentle contact, looks for an invitation, and steps in. Once inside, together we explore this inner place, and through the relationship developed in the music, we may be able to take a peek outside of the child’s sanctuary and step out into the world for a time.
Music as Motivator
For some children, music may be used as a reward that is contingent on the behavior we are highlighting; the music continues as long as the desired behavior continues. For example, if the goal is for Sarah to stay seated in her chair for a certain amount of time, music is played as long as she sits. The moment she rises up off the chair, the music stops. Sarah quickly learns that she is in control of making the music play, and because she enjoys the song, she remains seated. Of course, some children quickly learn they can control the MT-BC by getting up and sitting down quickly. It becomes a game – laughter ensues… can that be a wrong response?! The MT-BC adapts the session to incorporate laughing and utilizes different methods of reinforcing appropriate behavior.
Music as self-expression– Kids with autism may express their feelings in a way that makes others uncomfortable and seem like acting out. Regulating self can be incredibly difficult. Having the opportunity to play out feelings – even perceived negative emotions – on a drum or piano assists this expression without needing to find the right words, and the MT-BC can reflect the feelings back for clarification and validating.
Music as Social Connector
In a group music setting such as a drum circle, each child is encouraged and rewarded for taking turns, listening to others, following the group’s ebb and flow, and making eye contact. Each child is both leader and follower, gaining confidence in making social connections. In a smaller setting, social skills are practiced between the child and the MT-BC.
Adapted Music Lessons
Children with autism who show a talent for music may benefit from adapted music instruction with an MT-BC who understands the nuances of autism. The course of learning may or may not follow a traditional path; the MT-BC adapts expectations and teaching styles to meet the particular need of the child.
Music as Learning Tool
An MT-BC often writes music that specifically targets a client’s needs. Hearing his/her name and specific goals in a song cues the child to remember what he/she is learning. For example, if the goal is for John to get up in the morning, go to the bathroom, flush after use, and wash his hands before brushing his teeth, the MT-BC may write a flush-and-brush song that walks John through each part of the process. The tune is catchy and in a style that John really likes. John’s mom also learns the song so that she can sing it each morning while John goes through his morning routine.
Music therapy sessions may take place at home or school, either individually or with family, classmates, or in targeted groups. Sessions incorporate singing, movement, musical improvisation, and exploring sounds and instruments. Highlighted goals often include social skill development, self-regulating behavior, self-expression, and academic concepts.
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