The purpose of this presentation will be to identify the findings of the current national research study on AS characteristics, communicate implications these findings have on music therapy practice, demonstrate music therapy techniques attached to adaptive behaviors and executive functions, and provide options for measurement of outcomes and change. Assessment tools for measurement of progress in executive function processes will be explored as well as qualitative measures of perception and satisfaction on the part of parents, teachers, and individuals with AS.
Research shows the overall ability of preferred music to enhance mood, attention, and behavior to optimize the student's ability to learn and interact (Walworth, 2002). Therefore, one of the purposes of music therapy in special education is to provide the student with an initial assist using melodic and rhythmic strategies, followed by fading of musical cues to aid in generalization and transfer to other learning environments. Research by Claussen & Thaut, 1997, supports the use of music to structure and organize information in order to increase learning and retention of number concepts. Sequential verbal information, such as telephone numbers and multiplication tables, set to melodic/rhythmic patterns are more effectively memorized and recalled than through non-music presentation. Research targeting math concepts with music has also been conducted and determined effective in special education (Gfeller, K.,1983; Wolfe, D., & Hom, C., 1993). Research supports the use of music therapy in special education, demonstrating connections between speech and singing, rhythm and motor behavior, and memory for song and memory for academic material (Buday, 1995; Braithwaite and Sigafoos, 1998; Thaut, 1996). Music therapy can enhance pre-reading/writing skills and vocabulary development (Colwell, 1994, Standley & Hughes, 1997, and Register, 2001; Harding, C. & K.D. Ballard, 1982; Krauss, T. & H. Gallaway, 1982; Madsen, S.A., 1991). Music therapy interventions can increase attention, facilitate memory and recall, and improve motivation to engage in the learning process (Thaut, 1996). Music therapists utilize music to address affective needs of children who, because of their disabilities or their developmental capacity, have difficulty expressing emotions directly through linear, verbal communication. Music therapists may also address the child's self-awareness, confidence, readiness skills, coping skills, and social and behavioral functioning. A growing body of research in special education and music therapy independently and collaboratively includes the social skills of individuals with disabilities. Structured instrument play and music-facilitated interactions as well as social skills training through music have been reported as effective music therapy interventions resulting in improved social skills (Bryan, Sullivan-Burstein, & Mathur, 1998, and Ulfarsdottir & Erwin, 1999; Gunsberg, A., 1988; Humpal, M., 1991). Asperger Syndrome (AS) disorders are commonly identified by the socialization deficits. Current national research findings (Myles, et. Al, 2006) have indicated that adaptive behaviors are not commensurate with their Intelligence Quotient (IQ). Low or moderately low measures on adaptive behaviors indicate that individuals with AS struggle to achieve daily tasks. Executive dysfunctions are likely responsible for these inabilities therefore establishing reason for music therapy interventions. Neurological music therapy techniques for attention, communication, executive functions, and socialization will be introduced in relation to the studies findings. Instrument play exercises for Musical Attention Control Training (MACT) provide individuals an experience in gaining, sustaining, selecting, and alternating attention between stimuli. These attention filtering and shifting abilities are subsets of executive functioning. Attention is a prerequisite to the development of awareness of self and others. Musical role playing will focus on perspective taking necessary for establishing judgment skills and social success. Once awareness and judgment are achieved, musical mnemonic training can be utilized to teach concepts of self-regulation. Application of these strategies through musical composition put the executive function processes to work. The purpose of this presentation will be to identify the findings of the current national research study on AS characteristics, communicate implications these findings have on music therapy practice, demonstrate music therapy techniques attached to adaptive behaviors and executive functions, and provide options for measurement of outcomes and change. Assessment tools for measurement of progress in executive function processes will be explored as well as qualitative measures of perception and satisfaction on the part of parents, teachers, and individuals with AS.
Learning Objectives:
- Participants will gain knowledge of characteristics of Asperger Syndrome given current national study results.
- Participants will experience Neurological Music Therapy techniques appropriate for individuals with Asperger Syndrome.
- Participants will be indenify at least one measure of executive functions that can be applicable to thier setting to determine gain based on program elements.
Content Area: Behavior Issues and Supports
Presenters:
Melanie D. Harms, MME, NMT, MT-BC
Music Therapist & Doctoral Student
University of Kansas
Melanie Harms is a board certified music therapist and currently a doctoral student in the Department of Special Education at the University of Kansas. Melanie has practiced music therapy with individuals with autism spectrum disorders (ASD) in the greater Los Angeles area, the Bronx, in Florida, and the midwest. Melanie is trained in neurological music therapy techniques and recently completed a fellowship involving peer review of applied techniques. Melanie continues to provided music therapy services and present nationally on music therapy and ASD. Melanie also serves as a representative on the American Music Therapy Association Standards of Practice Committee.
Terri Cooper Swanson, MS, Ed, MT-BC
Doctoral Student
University of Kansas
Terri Cooper Swanson, M.S. Ed., MT-BC is a doctoral student at the University of Kansas in the Special Education Autism/Asperger Syndrome program. Previously, Terri worked with adolescents and adults with disabilities as a music therapist, supervisor of a therapeutic recreation program, and as a consultant on autism spectrum disorders. She has authored several research articles and book chapters, and has consulted and presented internationally on autism spectrum disorders.