Music & Infants

Did you know that humans are first exposed to music while they are still in the womb? It's fascinating to think that even before we are born, we are already experiencing the rhythms and melodies that will become such an important part of our lives. Babies are exposed to rhythm from the mother’s heartbeat and footsteps. In the second trimester, babies will begin to hear melodies. We are exposed to music from the very beginning, and it has proven to have incredibly beneficial side effects that stimulate portions of our brain, which is so important for little ones who are rapidly developing and soaking in their environment.

Music therapy can be an excellent tool in areas such as parent-infant bonding, physical development, emotional development, and intellectual development. Therapeutic functions of music including rhythm, tempo, melody, dynamics, pitch, timbre, lyricism, etc. can each be used to promote growth for babies whose minds are rapidly developing and soaking up knowledge. For example, using rhythm and tempo to stimulate the cerebellum can promote movements such as foot tapping, clapping, or patting. Using different keys in songs can promote emotional awareness by using major versus minor keys to associate certain sounds with certain moods through the amygdala. Playing instruments can promote motor skills such as bilateral coordination or cross-body motions. Lyricism is an excellent tool for working on memorization, receptive language, speaking, or even dual language learning through the auditory cortex.

Music therapy is also beneficial for infants in the NICU or parent bonding in hospitals. According to a study completed in 2020 by Palazzi, et al, music therapy has been a beneficial tool in regulating preterm babies’ physiological responses as well as maternal mental health while their child remains in the NICU. The researchers sought out 33 mothers with infants each in the NICU for this particular study. Each of the mothers completed a survey prior to receiving music therapy services, called the State-Trait Anxiety Inventory as well as a postnatal depression scale.

The mother and child pairings would go on to participate in six music therapy sessions completed in the NICU. The music therapists conducting the study made sure to use soft sounds with rhythms matching maternal heart rates to promote comfort within sessions. Following the six sessions within the study, mothers filled out their assessment forms once again. The end of the study resulted in lower anxiety/depression levels for mothers, as well as musical techniques to work with their child on. There was a significant increase in infant weight gain and a slight reduction in how many days the infant spent in the NICU.

Music used to educate and grow babies can be so beneficial for parental mental health as well. Music is used often to develop and grow young children’s brains. When infants listen to music parts of their brain are stimulated to have natural responses that are necessary for growth. Infancy is such a magical and fast-paced growing period. Music can be a tool to guide parents and infants through these changes.

-Mallory McDonald, Music Therapy Intern

References

Baby Music: The soundtrack to your child’s development. UNICEF Parenting. (n.d.). https://www.unicef.org/parenting/child-development/baby-music-soundtrack-to-development

Palazzi, A., Meschini, R., & Piccinini, C. A. (2021). NICU music therapy effects on maternal mental health and preterm infant’s emotional arousal. Infant Mental Health Journal, 42(5), 672–689. https://doi.org/10.1002/imhj.21938

Stern, M. J. (2014, August 13). Why are we so nostalgic for music we loved as teenagers?. Slate Magazine. https://slate.com/technology/2014/08/musical-nostalgia-the-psychology-and-neuroscience-for-song-preference-and-the-reminiscence-bump.html

Article Review: The Use of Music Interventions to Improve Social Skills in Adolescents with Autism Spectrum Disorders in Integrated Group Music Therapy Sessions

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects the brain’s structure or chemistry. It is considered a spectrum disorder due to the wide range of characteristics, signs, and symptoms an individual with ASD can have. These individuals most commonly have problems with social communication, restrictive or repetitive behaviors, and restrictive or repetitive patterns and interests (Eren, 2015). Individuals with ASD, specifically children and adolescents, may have more issues interacting and communicating than their peers. Social skills affected by ASD include understanding emotions, expressing emotions, understanding sarcasm, social tact, facial expressions, and a lack of eye contact

Improving social skills in adolescents with ASD will help improve their relationships with others, their independence, and their ability to connect with the world around them. Each individual will have varying needs in different domains, as well as varying abilities. A group therapy setting is a great environment to help these individuals work on these skills. Interventions must specifically target these areas of need, and provide individuals with opportunities to socialize with others. Music, in general, is a great way to connect with others and create a safe space to work on these specific needs.

This study involved a group of six clients with ASD, three teachers, and the music therapist (MT). The group of clients included three boys and three girls. The group met twice a month for 90 minutes over/for the course of four months. The MT utilized a greeting to establish trust and participation in the group. The song allowed everyone to sing their name and get a greeting from the rest of the group. Starting the session with a song like this allows the group to build rapport with each other and feel safe and supported. After hello, the MT created a rhythm game that the group first worked on as a whole, but then split into groups to work on the rhythms together. The MT prompted them to listen to each other’s ideas, and the clients were able to learn how to work together. The MT was able to scaffold and build the activity over time, which allowed the clients to continuously be successful, yet challenged. The MT had the group individually come up with rhythms to present to the group to work on independence and confidence, while the other members were expected to demonstrate respect and repeat the pattern to reinforce the feeling of support and teamwork. Utilizing rhythm games allowed the group to work on social, emotional, and communication skills through a musical medium.

Another intervention that the MT utilized was dance and movement interventions. One of them included an intervention where one client came up with movements, and another stood in front of them and tried to mirror the movements. This intervention allows two individuals to connect and work on their nonverbal communication skills. Another movement intervention allowed the class to dance around the room however they wanted, but they had to listen to the musical cues. The cues provided by the MT on a drum included prompts to move fast, slow, smooth, or accented. When the MT stopped the music, the clients were prompted to greet the peer closest to them. The purpose of this intervention was to increase self and peer awareness and to work on listening for verbal and nonverbal communication. When the clients had to greet a peer when the music stopped, they had to be aware of who was around them, know how to appropriately greet someone, and use context clues to see if there was someone left without a partner.

After  4 months of group therapy, the MT noted that the group was originally hesitant to socialize with others in the group, but there was increased participation and progress every session. Simulating real-life experiences within a music therapy setting was concluded to be beneficial for individuals to work on these life skills in a nonjudgmental and creative setting. Overall, the MT found progress towards the specific goal areas of, “turn-taking, eye contact, listening, self-expression, coordinated movement in the group, decision-making with others, and acceptance of others’ differences” (Eren, p. 212, 2015). The MT also concluded that these interventions are also recommended for other populations with special needs.

-Lila Finke, Music Therapy Intern

References

Eren, B. (2015). The Use of Music Interventions to Improve Social Skills in Adolescents with Autism Spectrum Disorders in Integrated Group Music Therapy Sessions. Procedia - Social and Behavioral Sciences, 197, 207–213. https://doi.org/10.1016/j.sbspro.2015.07.125

Article Review: International Music Therapists’ Perceptions and Experiences in Telehealth Music Therapy Provision

Telehealth music therapy has become increasingly popular in recent years due to the COVID-19 pandemic. This article explores the benefits, strategies, and implementation of this form of remote healthcare services. Telehealth provides a safe way for clients and therapists to receive and provide therapeutic services, especially for individuals who are immune deficient. It also provides easier access to healthcare for individuals who have limited resources. The American Music Therapy Association (AMTA) released a survey highlighting how music therapists felt about the transition to telehealth in 2020. The study revealed that 74% of the music therapists reported that their clients had positive reactions to TMT, and some clients were even considered to be thriving in new ways. 

This article discusses the benefits, strategies, and implementation of telehealth music therapy. Telehealth is a term used to describe remote healthcare services. These services have been in high demand globally in recent years due to the COVID-19 pandemic. Telehealth provides a safe way for clients and therapists to receive and provide therapeutic services, especially for individuals who are immune deficient. It also provides easier access to healthcare for many individuals who have fewer resources. The COVID-19 pandemic allowed TMT to gain further development due to the decrease in in-person therapy. The American Music Therapy Association (AMTA) released a survey highlighting how music therapists felt about the transition to telehealth in 2020. The study revealed that 74% of the music therapists reported that their clients had positive reactions to TMT, and some clients were even considered to be thriving in new ways. Family involvement in sessions also increased, which also presented positive effects on the treatment as a whole.

When working with technology, there are some drawbacks. Depending on the internet connection and other factors, there can be a lag in music playing or sound quality issues. Some clients may not have access to musical instruments, limiting the interventions that therapists can utilize in therapy. Older adults with dementia may also have difficulty with telehealth without a third party helping them in person. A therapist should always consider these things when determining if a client is a good candidate for telehealth music therapy.

Certified music therapists who had conducted at least ten telehealth sessions participated in a survey on their perspectives of telehealth music therapy. It reviewed their thoughts on the benefits and challenges of TMT, how to improve the practice, and what contributes to successful TMT implementation. Qualitative and quantitative data were collected from 572 music therapists from 29 countries. The majority of the therapists utilized humanistic approaches, followed by integrative and neurologic music therapy (NMT). A majority of them were therapists who also worked in the areas of private practice, followed by healthcare and education. These therapists treated a wide range of clients and diagnoses. However, the most common populations treated were children with developmental delays, individuals with intellectual and developmental disabilities, and mental health patients. When transitioning to TMT sessions, therapists said that there were changes in goal areas, with the most common goal areas being emotional expression, speech and language/communication, mood, anxiety, and cognition. The changes in goal areas depended on the specific needs of the clients. They noted that they mostly utilized singing, music-listening, songwriting, movement, and improvisation interventions. Although there was less success in using live and pre-recorded music in these sessions compared to in-person, the therapists stated that they were successful in utilizing both live and pre-recorded music most of the time. The study also highlighted that almost half of these therapists took additional training courses to improve their knowledge of technology and the implementation of TMT. Clients experienced increased access to music therapy, continuation of services during the pandemic, and therapy in the comfort of their homes. 

During and after COVID-19, TMT has been a way to provide specific individuals with care that they may not have access to otherwise. During the pandemic, TMT provided continuation of care, which was beneficial for therapists and clients. The pandemic made music therapists shift to TMT relatively quickly, and it has most likely advanced since 2020. Data collection for this study was collected from January through July of 2022 and provides a perspective of TMT two years after the onset of the pandemic. Recommendations from the study suggest that MTs should continue to assess if TMT is suitable for an individual and should consider a hybrid treatment plan that includes in-person sessions as well. TMT allows individuals of different circumstances the opportunity to get treatment, and therapists should consider furthering their education on cultural humility and competencies. Overall, telehealth music therapy is beneficial for many populations and can be easily facilitated in most cases by a trained music therapist. In conclusion, implementing this form of healthcare highlights the flexibility of music therapists and their dedication to the specific needs of their clients.

-Lila Finke, Music Therapy Intern

References

Clements-Cortés, A., Pranjić, M., Knott, D., Mercadal-Brotons, M., Fuller, A., Kelly, L., Selvarajah, I., & Vaudreuil, R. (2023). International music therapists’ perceptions and experiences in telehealth music therapy provision. International Journal of Environmental Research and Public Health, 20(8). https://doi.org/10.3390/ijerph20085580

Music Technology for Individuals with Disabilities

Instrumentation is a regularly used form of music that can be enjoyed and played by many. Most instruments are made for the neurotypical individual to use. Over time, instruments have been adapted and adjusted to meet the needs of individuals with various physical, intellectual, or mental disabilities to use and enjoy for themselves. There is a wide range of needs addressed in music therapy sessions. That being said, a music therapist’s job is to find ways to accommodate those needs by adapting various aspects of instruments to meet the client where they are.

One example of a way to adapt instruments is by using color coding, whether that be for strings on a guitar or ukulele, color-coded sheet music for bells, or colored dots to use on piano keys. Color coding, according to Dorothy Pino, assisted her guitar students with learning the guitar chords and strings. The students that she taught with these adaptations displayed more confidence and learned the guitar at a much quicker pace than individuals without them. Pino recommends using Orff color order, with C being red and each diatonic pitch remaining in rainbow order. This way, individuals will be more likely to learn other instruments quickly, as that is a universal color system for a variety of other instruments as well. Color coordination is also excellent for clumping and sorting musical sections to provide cues for individuals who may have trouble with knowing what comes next, sight reading, or having difficulty with change.

An article written by Carlin McLellan explores when and why to use music technology within sessions and how modifying musical instruments technologically can be beneficial despite music therapists’ initial hesitations. Some examples of modifications that have been made just recently, following the COVID-19 pandemic, include digital instrumentation, such as ROLI blocks, a Makey Makey connected to an application such as garage band, or even the eye harp, which utilizes client head/eye movements. ROLI blocks are light-up boxes that connect to an application and allow for various sounds to emerge based on where an individual touches the blocks. Similarly, the Makey Makey is an adaptive instrument that uses touch to create sound using an application and wiring to an outside object. These instruments provide musical output in a way that still allows clients to feel that they have autonomy within their musical realm.

The important thing to remember when working with clients is that instruments should be accessible and motivating, meeting them where they are in terms of physicality, cognition, or intellectual level. Instrumentation should provide a structure for meeting goals and objectives, but should also provide feelings of confidence and excitement. Simple switches with instrumentation can make all of the difference for individuals with disabilities and provide that support and structure to achieve the best results possible.

-Mallory McDonald, Music Therapy Intern

References

McLellan, C. (2021). The Accessible Music Model: A Framework for Understanding When, How, and Why to Use Music Technology in Music Therapy. Australian Journal of Music Therapy, 32(1), 113–123.

Pino, D. (2022). Color-Coding for Confident Chording. School Band & Orchestra, 25(5), 24.

Music Therapy and Post-Stroke Aphasia

Aphasia is characterized as a disorder that affects speech, language comprehension, writing, and understanding speech. It can be caused by many different diagnoses, such as a stroke, head injury, brain tumor, language and speech impairments, autism spectrum disorder, or others. The severity of aphasia is determined by the cause, and every individual will have different strengths, weaknesses, and symptoms. Symptoms may include speaking in short sentences, difficulty putting words together, difficulty understanding conversation, mixing up words, and more.

Aphasia can be defined even further through the part of the brain that is affected, such as Wernicke’s or Broca’s aphasia. Music therapy (MT) has the ability to address and treat these areas of need through music interventions. As evidenced by Koelsch, MT helps aphasia patients with communication because many are able to sing despite their inability to speak. Koelsch also found that the brain networks that control singing and speaking slightly overlap, and singing involves more neural connections (Koelsch, 2009).

There are many different ways that music therapists can work with clients with this diagnosis. There are currently many studies that suggest great success when it comes to using MT in rehabilitation after a stroke, especially Neurologic Music Therapy. The Handbook of Neurologic Music Therapy defines Neurologic Music Therapy (NMT) as, “the therapeutic application of music to cognitive, affective, sensory, language, and motor dysfunctions due to disease or injury to the human nervous system,” (Thaut & Hoemberg, 2014, p. 2). The handbook highlights 20 NMT techniques that are backed by evidence to help people with varying diagnoses. Melodic Intonation Therapy (MIT) is a technique that has been highlighted in many studies for treating patients with Broca’s aphasia. MIT is when a neurologic music therapist assists the client in tapping their left arm or hand while humming or singing words or phrases. The significance of tapping the left hand is that it “activates right hemispheric language networks, as spoken language and arm gestures are controlled by the same motor network,” (Thaut & Hoemberg, 2014, p. 142). Rhythm and melody are important therapeutic functions of music in this technique, and a therapist must be trained in NMT to properly use this intervention.

In a study conducted by Hatayama, et al., the results demonstrated that a patient with nonfluent aphasia (associated with Broca’s area) demonstrated great improvement in fluency of speech, reading, spontaneous speech, and conversation after 52 months of treatment. Before treatment started, the client was only able to speak one word. (Hatayama, et. al, 2021). In a recent meta-analysis by Leonardi, et al., they concluded that music therapy in general has the ability to improve spontaneous speech, communication, naming, and repetition in patients with post-stroke aphasia. (Leonardi, et al., 2018). This study also highlights the progress clients are able to make in MT when therapists utilize Speech-MT for Aphasia (SMTA). Dynamics, tempo, and meter are musical elements that the therapist uses to improve sound, word, and sentence levels. In many interventions that target speech needs, clients and therapists will work on therapeutic singing together or utilize simple melodies to form words and sentences. When therapists look for interventions that will assist in the recovery of speech after a stroke, there are many different evidence-based techniques. It is important to understand the specific parts of the brain that are affected when treating a patient with these needs.

-Lila Finke, Music Therapy Intern

References

Hatayama, Y., Yamaguchi, S., Kumai, K., Takada, J., Akanuma, K., & Meguro, K. (2021). Music intonation therapy is effective for speech output in a patient with non-fluent aphasia in a chronic stage. Psychogeriatrics, 21(3), 430–433. https://doi.org/10.1111/psyg.12667

Koelsch S. A neuroscientific perspective on music therapy. Ann N Y Acad Sci. 2009;1169:374–384.

Leonardi, S., Cacciola, A., De Luca, R., Aragona, B., Andronaco, V., Milardi, D., Bramanti, P., & Calabrò, R. S. (2018). The role of music therapy in rehabilitation: Improving aphasia and beyond. International Journal of Neuroscience, 128(1), 90–99. https://doi.org/10.1080/00207454.2017.1353981

Thaut, M. & Hoemberg, V. (2014). Handbook of neurologic music therapy: Vol. First edition. OUP Oxford.