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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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