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MT and SLP collaboration
1. Rachel See Smith MA, MT-BC Exploremusictherapy.wordpress.com Musictherapyservices.net MT and SLP Collaboration: Goals, Objectives, and Session Ideas
2. 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)
3. 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
11. 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
17. Music and speech, collaboration, specific communication disorders, speech therapy, SLP/MT code of ethics and scope of practiceFirst steps
18. During the Music Therapy Session, Useā¦. Client-appropriate instruments Repetition, repetition, repetition! We can create an entire song based on /b/ in the initial position (See āBubblesā song mentioned later) Kid-friendly, engaging music Use the music as a natural cue for speech! Movement These kids have the wiggles! ļ Songs and instruments to enhance auditory skills Detection (āStop playing when the music stops!ā) Discrimination (āWhich instrument did you hear me play?ā) Playing instruments soft/loud (volume awareness)
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20. Description of clinical intervention: āI know a chickenā (For those of you who donāt know this Laurie Berkner song, check it out! The lyrics are posted on a later slide)
21. MT will ask clients to raise their hands if they would like to move the arrow on the schedule board (clients will raise handsā¦when calling on them, make sure they USE THEIR WORDS)
22. MT will pass out egg shakers, giving the children a choice of what color they would like (child will name the colorā¦this is IMPORTANTā¦these kids need as many speaking opportunities as possible!)
23. MT will prompt clients to sing along in a call and response manner (Call and response is GREAT for this populationā¦itās gets them to TALK/SING in a fun, engaging way! Many children with communication disorders are quiet/shy due to their speech/language difficulty)Ā 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
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25. MT Objective: Client will respond to therapistās prompts or questions using the speech sounds /th/, /sh/, /f/, /ch/, /s/, /d/, or /k/ with 80% accuracy.
30. MT will place fish on blue scarf and demonstrate how to use the pole and ācatchā a fish. MT will say the one syllable word and have the group members say it.
31. MT will begin singing and give the clients a turn to catch a fish and say the word on the card.
32. 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 āfishingā part is good for gross AND fine motor control!).
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34. MT will introduce the three different instruments: lollypop drum, (egg) shakers, and maraca
35. MT will hold up the corresponding letter(s) (D, SH, or M) as she demonstrates each instrument
52. Hold up cards (d, sh, m) and they have to say what instrument goes with it
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54. āI Know a Chickenā 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 āwhereā or āhowā to shake them!
55. āWeāre Going Fishingā By Rachel Smith Style: Call and Response Weāre going fishing (kids repeat each line) In the deep blue sea Weāre going fishing You and me Weāre gonna catch a big one Just wait and see! (There are movements that can be added to this song, as well)
56. āPlay-Oā To the tune of āDay-Oā Play-O, oh Play-O Play those instruments until I sayā¦ā¦STOP! -Kids LOVE it when you milk the time right before the āstopā partā¦.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 āstopā! -You can also use a stop/go sign with this song
Editor's Notes
These are goals that all children this age are working on. However, their poor language skills may cause delays in other areas. May not undertstand rules, directions, due to language processing delays.
Obviously, my main focus was on their language skills.Working on velars (/k/, /g/)initial /b/, initial /m//d/ , /tS/strident sounds (f,s,sh)consonant clusters (sp-, sn-, br-, pl-, etc.)marking verb tense (-ing, -ed)My, mine, I
Paying attention to music may enhance their progress in other auditory domains such as speech and languageThe format of childrenās music can be quite repetitive, which could be used to the advantage of teaching children certain phonemes, prosody, school curricula, social skills, vocab, or other speech and language structures on which the SLP is focusingKnowing this, it may support the case and need for SLP and MT collaboration, as music therapy-based activites could prove to be quite effective, as well as motivating for the children/child
Client-appropriate instrumentsUse instruments that are appropriate to their ageAppropriate to level of functioning (obviously not having them play a complex instrument like a trumpet, but instruments such as drums, fixed-pitched instruments)Appropriate for their motor skill abilities (most have mastered gross motor skills, but many are still working on fine motor skills and coordination)Instruments that are exciting to themUse of the drum, clatterpillar, colored egg shakers, guitar, rainsticks, etc.Repetitive Repeat speech sounds, letters, or words that they are working on throughout the song to give them as many opportunities to practice them as possibleRepeat and adhere to a similar schedule structure each week. This will help them with planning and organizing skills (and prepare them for the structure they will experience in school). Keep the music engagingLively tempo (not too slow or boring, but make sure it is not all the same, either)Topics that are age appropriate (animals, community helpers, weather, etc.)Keep the music topics concrete (abstract thinking is not as appropriate for this age group) Utilize movement activitiesIncorporate chances for listening, following the modeling done by the MT (attention skills), practicing gross motor movements (in songs such as āWheels on the Busā)Moving to the music ā having a piece that has both fast and slow parts and have them move according to the tempo changes (involves listening/detection, following directions, and gross motor movement)Incorporate as many opportunities for them to speak or sing in the music as possibleRepetitive and predictable in nature (so they can quickly get the gist of the song and start singing along once it is familiar, further encouraging using their speech)Using the pause after the V chord to elicit an answer from the children before resolving to the I chord.Using fill-in-the-blank techniques to elicit words from the clientsMusic that can help work on auditory skills (such as detection or discrimination)Detection ā stop playing your instrument when the music stops!Discrimination ā which instrument did you hear me play (instruments played behind the screen)Have them play the instrument soft, loud to work on listening skills, but also volume awareness (and following directions).
Warm, encouraging, but also firm (donāt let them run over you or take control of the situation)Encourage as much communication and participation as possibleSet them at ease to help elicit speech and participationMaintain confidence and donāt allow yourself to get frazzled easily (make sure you have a back-up plan if something goes wrong or the children are not responding to the activity as you had planned)Collaborate with the teachers at KidTalk, familiarize yourself with the childās IEPs in order to understand their background and current goals
