Vol. 7, No. 3 Summer 1999	Previous Issues Subscribe to AT Messenger Download PDF Viewer
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Music Therapy: What Is It, and How Does It Work with AT?

Nina Galerstein, MT-BC, Stockley Center

Although new to many people, Music Therapy as a profession will celebrate its 50th anniversary in the year 2000. So what exactly is it? Broadly defined, Music Therapy is a systematic process of intervention wherein the therapist helps the client to achieve health-using musical experiences and the relationships that develop through them--as dynamic forces of change. As a Music Therapist who works with adults with developmental disabilities, I will describe what Music Therapy means in this setting.

As a member of the Interdisciplinary Team, the Music Therapist assesses needs, plans a course of treatment, and evaluates progress. Music and music activities are specifically selected for use with a particular client, based on the Music Therapist's knowledge of the effects of music on behavior, as well as the client's strengths, needs, and goals. Because music is multisensory, it is ideal for use with people with developmental disabilities; it provides auditory, visual, tactile, and kinesthetic stimulation. Music activities can provide motivation and opportunities for developing and/or increasing motor communication, social, cognitive, and leisure/recreation skills. Therapeutic music activities can support speech, physical, and occupational therapy programs by providing an alternative treatment modality.

Music may also be used in behavioral therapy to increase or modify adaptive behaviors and to reduce maladaptive behaviors. Music is used as reinforcement, a conditioner of other behaviors, or a cue for other behaviors.

How does all this relate to assistive technology? At my facility, we use assistive technology in various forms all day. Here are some specific examples:

1. M. has profound MR, uses a wheelchair, is cortically blind, and tactiley defensive. Her behavior indicates that she loves listening to music. After many trials with different switches, she is learning to use a wobble switch with a universal arm to access her taped music. It is hoped that she may then use this switch for other skills.
2. D. has profound MR, uses a wheelchair, and is blind. He uses a variety of built-up foam handles to play musical instruments. He also uses a series of adaptive instruments built on wooden bases with suction cups to hold them securely. These adaptive devices assist him in active participation and help him learn to locate items on his wheelchair tray.
3. V. and J., both with moderate MR, use guitars that have been adapted by re-tuning the strings and utilizing a Superslide to press down the strings. Cognitive functions, such as sequencing and memory, are the skills addressed.
4. C. has severe MR, uses a wheelchair, and uses a DynaVox to communicate. She has expressed a desire to participate in singing activities in her music therapy group. Her songs have been programmed into the DynaVox in a sequence of verses, and she can also request song titles.

In addition to the above, many of our clients use drum mallets with built-up handles (to foster grasping), switches of all kinds (to foster cause and effect), and picture exchange programs (to foster communication). All are in Music Therapy because of a preference for music.

For more information, visit the American Music Therapy Association website at www.musictherapy.org, or call Nina Galerstein, MT-BC, at 302-934-8031 ext.284.

Nina and her group at Stockley made a videotape of their Christmas production of the "Twelve Days Of Christmas." The song was re-written to include all the musical abilities of the clients, and 10 of the 12 clients who participated (each one represented a different "day" of Christmas) used AT. It illustrates a great collaborative effort: each client was assisted by someone from OT, PT, Speech Pathology, Aquatic Therapy, or Music Therapy. For more information, contact Nina.