Music+Therapy

As described by Patterson (2003), Music therapy involves using music and sound in order to improve or increase the mental and physical health of a person. The America Music Therapy Association (in Patterson, 2003) further adds that this practice has the potential to see improvements in psychological, physical, cognitive and social functioning of people with health or educational problems. It is in the realms of special education where this practice has been gaining momentum over a number of years, with research supporting the use of structured and un-structured musical programs as a way of increasing special/additional needs students’ ability and skills in many facets of their academic and everyday lives (Patterson, 2003).
 * Music Therapy**

While popular for primary school aged students, music therapy has the ability to be adapted to any aged student. Music therapy can be integrated into the classroom on either a group or individual basis (Pellitteri, 2000). Group therapy has the ability to have a number of students present and is able to be used as a way of including special/additional needs students into mainstream music class and mainstream schooling as a whole (Pellitteri, 2000). In schools, group music therapy provides educators with a way of increasing acceptance and understanding of special needs by peers. Pellitteri (2000), found that group therapy fosters social and interpersonal interaction, which allows students to develop the ability to share, take turns and imitate peers. These traits are especially important for children with Autism Spectrum Conditions and it has been shown that musical therapy is especially effective for these students (Pellitteri, 2000). Individual programs allow flexibility and the ability to adapt the program to the individual and as Pellitteri (2000), found individual sessions are particularly effective for students with severe impairments or those with behavioural disorders such as ADHD.


 * Speech and Language Impairment /Disability:** Research into brain development and function supports the use of music as a method of stimulating speech in those students who are either ‘non-verbal’ or who have difficulty forming and articulating words (Pellitteri, 2000). With music being processed in the right hemisphere of the brain and language in the left, music acts as a way of stimulating the neural/nerve pathways that connect each hemisphere (Pellitteri, 2000). Students with acquired brain injuries or congenital disabilities that affect their left hemisphere and therefore have language problems can still sing a song and hold a tune (Pellitteri, 2000). As Pellitteri (2000) states, through verbally selecting an instrument and learning words and phonemes through song (eg: the alphabet through ‘ABC’), children can develop language and speaking skills in an environment where any form of vocal sound is accepted and welcomed.


 * Physical Disability:** According to Pellitteri, (2000), music has the ability to relax muscle tone, specifically hypertensive muscular contractions, and increase limb extension by motivating students to reach for instruments. Gross motor movements can be improved as students hold and swing drum sticks, shake maracas and jump, stomp and clap to the beat (Pellitteri, 2000). The different tones and speeds of the music help special/additional needs students to improve kinaesthetic feedback, flexibility and muscle/limb awareness (Pellitteri, 2000). Physical disabilities can include Spina Bifida, Cerebral Palsy and Muscular Dystrophy (Foreman, 2008).


 * Academic/Educational benefits:** Pellitteri (2000), outlines a number of educational and cognitive benefits in regards to music therapy for special/additional needs students. Problem solving, remembering sequences and categories can be taught through songs such as ABC and Old Macdonald Had a Farm (Pellitteri, 2000). Music assists learning through what is described as multisensory channels, which gives students a greater opportunity to find their preferred learning style eg: visual, auditory and kinaesthetic (Pellitteri, 2000). Musical activities can be structured in a progressive way that allows special/additional needs students to adapt/change their existing skills in order to create sound (Pellitteri, 2000).

For students whose disability prevents them from grasping musical instruments, a sub-discipline of music therapy, known as sound therapy, can allow special/additional needs students to experience the similar benefits that have been used in special and mainstream schools in Australia since the early 1990’s (Swingler & Brockhouse, 2009). Through using motion sensing technology, a program has been developed that allows students to create music by waving their hands through a sensor beam (Swingler & Brockhouse, 2009). As Swingler & Brockhouse (2009) stated, the underlying success of music therapy relies on the fact that the student can say ‘that was me!’

Foreman, P. (2008). //Inclusion in Action.// Australia:Cengage Learning. Patterson, A. (2003). Music Teachers and Music Therapists: Helping Children Together. //Music Educators Journal, 89.4.// Pellitteri, J. (2000), Music Therapy in the Special Education Setting. //Journal of Educational and Psychological Consultation, 11,// 379-391. Swingler, T., & Brockhouse. (2009) Getting better all the time: Using music technology for learners with special needs. //Australian Journal of Music Education, 2,// 49-57
 * Reference List**


 * __ Music Therapy for Children with Autism __****__ u3046837 __**

Music Therapy is a technique of controlled music experience, used to make positive changes in behaviour. Studies have shown that music therapy has extremely positive effects on children with autism (Autism Adviser, 2010).

Children with autism can often find communication and socialization difficult. Music therapy is highly effective in giving children with autism the opportunity to communicate. Because there is little direct human interaction involved, children find music therapy experiences to be controlled and non-threatening.

John Foley demonstrates in the video, how he uses music therapy to help this particular group of children communicate and tap into emotion. media type="youtube" key="Wal2C4LEEUM" height="349" width="560"

The Australian Music Therapy Association has listed several goals and benefits that they strive to work towards by using Music Therapy.
 * Goals/Benefits of Music Therapy**


 * To increase opportunities for cognitive, physical and sensory stimulation
 * To develop motor skills (e.g., increase muscle tone, improve motor planning skills, balance & coordination etc)
 * To promote social skills and improve interpersonal relationship skills
 * To develop recognition of emotion in others and expression in self (verbal & non-verbal)
 * To enhance self esteem and confidence 􏰃
 * To improve verbal & non-verbal communication skills 􏰃
 * To have opportunities for non-verbal self-expression through the use of music
 * To develop play skills

The Australian Music Therapy Association has compiled a number of ways in which music therapy can be incorporated in a program for children with Autism.
 * Incorporating Music Therapy **


 * Song writing to facilitate self-expression
 * Movement to music
 * Singing and chanting
 * Educational/instructional songs
 * Involvement in a group
 * Improvisation
 * Instrumental play
 * Music listening

Williams, K. 2005. //Music Therapy and People with ASD.// Australian Music Therapy Association.
 * Resources: **

YouTube: //Autism Students Learn to Communicate with Musical Sounds.// [] (accessed 28 July)

Autism Advisor. 2010. //Music Therapy and Autism – The Benefits of Music Therapy for Autism.// [] (accessed 28 July)

Using music in the inclusive classroom may be a very subjective strategy however I feel, if implemented effectively could have extremely positive results. Music therapy can be momentously valuable for children who have difficulties in hearing, seeing, moving, thinking or responding. Music has the ability to contribute to a variety of learning skills including, reasoning ability, reading skills, feelings and response, personal fulfilment, language development, the promotion of communication, motor control and physical well-being, positive attitudes to school, socializing and pleasurable experiences in a group. The website, (  [] ), provides an insight to the advantage of teaching with music “Music has been successful as a therapeutic intervention for children with disabilities. It has been used with persons, of all ages from preschool to late adulthood and with many types of disabilities whether congenital or adventitious. Music therapy may play an important role in developing, maintaining and/or restoring physical functioning”. Music Therapy is particularly useful with [|autistic children], owing in part to the nonverbal, non threatening nature of the medium. As a teacher we might observe, for instance, the child's need to socially interact with others. Musical games like passing a ball back and forth to music or playing sticks and cymbals with another person might be used to foster this interaction. Eye contact might be encouraged with imitative clapping games near the eyes or with activities which focus attention on an instrument played near the face. Great info on this strategy and ideas on how you can implement it in your classroom can be found on this website, []
 * __Using music in the inclusive classroom__**
 * u3065237**