MT and SLP collaboration

Rachel See Smith MA, MT-BC
Exploremusictherapy.wordpress.com
Musictherapyservices.net
MT and SLP Collaboration: Goals, Objectives, and Session Ideas

Population Focus
My MT/SLP collaboration/co-treatment experience has been primarily with children (ages 2-5) who have been diagnosed as having a communication disorder
Therefore, the samples, ideas, and session materials used in this Powerpointare designed with that population in mind
The children with which I worked primarily had:
Expressive and/or receptive language impairments
Articulation, phonological disorders, etc.
Expressive/receptive language difficulties related to a hearing loss
Many used hearing aids (HA), Cochlear Implants (CI)

Social/Emotional Goals
Cognitive Goals
Peer interaction
Following directions
Maintaining focus
Pretend play
Self-care skills
Sharing
Numbers 1-10
Shapes, colors, size order
Using in, on, and under
Simple patterns
orange, white, orange, white
Same or different?
Session Goals for MT, SLP

Physical
Language
Gross motor skills
Fine motor skills
Using scissors, writing, gripping, grasping instruments, etc.
Velars, strident sounds, consonant clusters
Verb tense
My, mine, I
5-7 word sentences
Appropriate pitch
Telling stories in sequence
Answering“wh” questions
Characteristics of Population (cont.)

Why use music for this population?
May enhance their progress in other auditory domains
Repetitive format
Children with music training showed enhanced language abilities (Marin, 2009)
Phonological awareness
Reading

Observe Client
SLP session, classroom, and at home (if possible)
Correspond with SLP, SLP assistant(s), classroom teachers, parent/guardian
Look at IEP goals, SLP/OT/PT assessments/goals
Review articles on
Music and speech, collaboration, specific communication disorders, speech therapy, SLP/MT code of ethics and scope of practice
First steps

During the Music Therapy Session, Use….
Client-appropriate instruments
Repetition, repetition, repetition!
We can create an entire song based on /b/ in the initial position (See “Bubbles” song mentioned later)
Kid-friendly, engaging music
Use the music as a natural cue for speech!
Movement
These kids have the wiggles! 
Songs and instruments to enhance auditory skills
Detection (“Stop playing when the music stops!”)
Discrimination (“Which instrument did you hear me play?”)
Playing instruments soft/loud (volume awareness)

Session plan example
Goal: To increase verbalization
Description of clinical intervention: “I know a chicken” (For those of you who don’t know this Laurie Berkner song, check it out! The lyrics are posted on a later slide)
MT will ask clients to raise their hands if they would like to move the arrow on the schedule board (clients will raise hands…when calling on them, make sure they USE THEIR WORDS)
MT will pass out egg shakers, giving the children a choice of what color they would like (child will name the color…this is IMPORTANT…these kids need as many speaking opportunities as possible!)
MT will prompt clients to sing along in a call and response manner (Call and response is GREAT for this population…it’s gets them to TALK/SING in a fun, engaging way! Many children with communication disorders are quiet/shy due to their speech/language difficulty)
I also used body part cards to give the child a chance to choose between two body parts ((i.e. belly, or head)) on which to shake their egg

Session plan example
MT Goal: To improve receptive and expressive language skills.
MT Objective: Client will respond to therapist’s prompts or questions using the speech sounds /th/, /sh/, /f/, /ch/, /s/, /d/, or /k/ with 80% accuracy.
MT Response Definition: A response is defined as an attempt to verbally produce the answer to a question or an approximation of the answer using at least one of the following speech sounds: /th/, /sh/, /f/, /ch/, /s/, /d/, or /k/.
SLP’s goals for one individual in this group:
1. (Name) will produce /sh/ in CV, in imitation, with 80% accuracy.
2. (Name) will produce /f/ in isolation, in imitation, with 80% accuracy.
3. (Name) will maintain eye contact while imitating what the clinician is doing at least 80% of the trials.
Description of clinical intervention: “We’re goin’ fishin” (See lyrics later on…)
MT will place fish on blue scarf and demonstrate how to use the pole and “catch” a fish. MT will say the one syllable word and have the group members say it.
MT will begin singing and give the clients a turn to catch a fish and say the word on the card.
MT will prompt student if they need help (Give the child ample time to respond!)
-I velcro pictures/letters on the back of the fish that involve the speech sounds on which they are working. The fish have metal clasps on their mouths and the fishing pole has a magnet at the end of it (the “fishing” part is good for gross AND fine motor control!).

Other song ideas to improve language…
Description of clinical intervention: “Play-O” (see lyrics later)
MT will introduce the three different instruments: lollypop drum, (egg) shakers, and maraca
MT will hold up the corresponding letter(s) (D, SH, or M) as she demonstrates each instrument
Each child will get a turn playing the drum
MT will pass out either a drum, shaker, or maraca to each child
MT will hold up D, Sh, and M signs and ask the clients to name the letter
MT will tell those who have the instrument that starts with that letter to play
MT will encourage those who do not have that letter to listen, watch, and wait for their letter sign
MT will start out using the instrument for the entire verse, but as time goes on, will start switching instruments between each line of the verse
Materials Needed: lollypop drum, egg shakers, maraca, D, Sh, M signs on popsicle sticks

Song ideas Continued….
Description of clinical intervention: “D is for Drum”
Materials Needed: lollypop drum, egg shakers, maraca, D, Sh, M signs (popsicle sticks)

D is for drum (D! D! D!) (Hit drum three times while saying /d/!)
Oh yes d is for drum (D,d,d)
Yeah, D is for drum (d,d,d)
Drumming, drumming all day

/Sh/ is for shake (sh, sh, sh)
oh yes /sh/ is for shake….etc.

/M/ is for maraca , etc.
Hold up cards (d, sh, m) and they have to say what instrument goes with it
Have two groups: one with shakers, one with drums. Wait their turn until they see their letter.

Know the basics regarding hearing aids and cochlear implants
i.e. How to tell when the battery is low, what sounds/instruments are appropriate, environmental noise conditions, what amplitude levels and frequency range of your voice is best for their device
Encourage as much communication and participation as possible
Set them at ease – no one wants to talk if they are nervous!
Maintain your confidence
Create your own songs!
Collaborate and/or co-treat with the SLP
Be aware of co-existing disorders and plan accordingly
When working with this population (and kids in general)

“I Know a Chicken”
By Laurie Berkner(with a few minor additions/changes)
Style: Blues
I know a chicken (I know a chicken)
And she laid an egg (and she laid an egg)
Oh I know a chicken (I know a chicken)
And she laid an egg (and she laid an egg)
Oh my goodness (oh my goodness)It's a shaky egg! (it's a shaky egg!)
Shake them...(fast, slow, high, low, on your belly/arm/head, etc.)
Give the kids a chance to choose “where” or “how” to shake them!

“We’re Going Fishing”
By Rachel Smith
Style: Call and Response
We’re going fishing (kids repeat each line)
In the deep blue sea
We’re going fishing
You and me
We’re gonna catch a big one
Just wait and see!
(There are movements that can be added to this song, as well)

“Play-O”
To the tune of “Day-O”
Play-O, oh Play-O
Play those instruments until I say……STOP!
-Kids LOVE it when you milk the time right before the “stop” part….switch it up every time to work on auditory awareness, listening skills, following directions, etc.!
-Once they are familiar with the song, they can have a turn singing and choosing when to “stop”!
-You can also use a stop/go sign with this song

MT and SLP collaboration

by exploremusictherapy on Aug 26, 2011

Accessibility

Categories

Upload Details

Usage Rights

Statistics

MT and SLP collaboration Presentation Transcript