Examining the dyadic music therapy treatment (DUET): the case of a CP child and his mother

Exploring Music Therapy Research in Preschool Settings that Include Children with Disabilities: A Scoping Review

With an increasing number of developed nations adopting elements of the social model of disability, early childhood intervention practice has evolved to place greater emphasis on an inclusive, ecological, and strength-based framework. Recent music therapy literature seems to align with this shift in policy and demonstrates how family-centered strategies can be promoted in homes. Although music therapy researchers have conducted studies in kindergartens and childcares, which are also fundamental naturalistic settings for children with disabilities, the overall breadth and nature of practice in these settings is unclear and has not been collated. This scoping review aims to identify the key characteristics of music therapy research in preschool settings that include children with disabilities, subsequently identifying key publication details, participants, therapeutic aims, outcome measures, study designs, preschool settings, delivery models, and choice of music therapy methods. A total of 19 peer-reviewed journal articles from 1988 to 2020 met inclusion and exclusion criteria, with more than half of the studies published during the last 15 years. Evaluation of these 19 studies reveals how funding policies and educational systems seem to inherently inform the application of music therapy research in early learning centers. Developmental perspectives and objectivist study designs underpin many of the included sources, with majority of the outcomes demonstrating music therapy's positive impact upon a child's development. Researchers outside of the United States should give greater focus to early childhood and collect data from preschools within their respective countries to broaden awareness on how music therapy can support children with disabilities in naturalistic settings.

Music therapist collaboration with teaching assistants for facilitating verbal and vocal development in young children with special needs: A mixed methods study

Music Therapists increasingly work collaboratively alongside other professionals and families. This article presents research into transdisciplinary work with teaching assistants in a school. A mixed methods investigation was carried out to evaluate the development of verbal and vocal skills in young children who received both individual music therapy and additional music sessions carried out by teaching assistants. Qualitative data were gathered to support quantitative video analysis results. The Music Therapist organised music sessions for the teaching assistants to carry out independently, to assess whether this enhanced the children’s verbal development. Statistical analysis of vocal scores from video material utilising bootstrapping techniques indicated that there was a statistically significant difference pre- and post-intervention for the children who had additional teaching assistant music sessions. This indicated that the collaborative approach was effective in enhancing verbal skills. The qualitative evidence also supported this theory. Due to the small number of participants, these results cannot be generalised to other situations and larger scale research could be carried out to demonstrate conclusive results. This study shows that Music Therapists and teaching assistants in schools can work collaboratively and this may potentially enhance the progress children make, with reinforcement of verbal development strategies in the class context.

Parents’ perspectives on their children’s music therapy: A synthesis of qualitative literature

There is no existing qualitative synthesis of the music therapy literature on parents’ perspectives on their children’s music therapy. This study seeks to fill this gap, motivated by the first author’s experiences as a clinician/researcher. A systematic search of health databases, hand searches of key journals and searches of doctoral theses were undertaken to identify relevant studies. Thirteen studies which met inclusion criteria, including a total of 102 participants, were identified. Relevant data were extracted from these studies for comparison and analysis, with quality of studies assessed using the CASP appraisal tool. Findings were analysed following procedures of thematic synthesis. Six descriptive themes were grouped into three analytic themes: Parents perceived positive impacts of music therapy on their children; parents experienced music therapy as a nurturing environment for themselves and their children; and some parents experienced challenges to their engagement with music therapy. Most studies (12/13) explored parents’ perceptions of music therapy where they were included in sessions. The findings identify positive perceptions of family-centred models of music therapy for children and parents. Parents’ perceptions of children were altered positively through experiencing them in new ways in music therapy. Parents also perceived positive outcomes for their children. These findings identify an emphasis in the qualitative literature on parents’ perceptions on research into music therapy which includes parents in sessions. Only one study explored perceptions of a model where parents were not present during their child’s sessions. More research is needed into parents’ perceptions of music therapy where parents are not present during sessions. Further intervention studies into family-centred models of music therapy with children are also recommended.