Music
Therapy and Developmental Delay
Often
people with developmental delay and learning disabilities such as Down's
Syndrome will respond to music. The response may range from a blink
or a smile to vocalisation, singing or dancing. Music therapy can offer
opportunities for response and expression to children and adults with
developmental delays.
Music
Therapy and Communication
People with developmental delays often have impaired communication
skills from lack of gestures and facial expressions to lack of speech
or minimal use of language (Boxill, 1985). ‘Music therapy encourages
children without language to communicate and has developed a significant
place in the treatment of developmental delay in children’ (Aldridge,
1996, p. 245). Music therapy can respond to existing abilities and minimise
limitation. People with limited or no vocal sounds can be encouraged
to play instruments as a means of expression and communication. Group
settings are usually used in this instance. ‘In music therapy, particular
emphasis is placed on finding a medium to help the person communicate
in a non-verbal way’ (Wigram, 1986, p. 4). Children with a severe developmental
delay can use their vocalisations, breathing rate, heart rate or blinking
to communicate. The music therapist can reflect client's sounds in their
music or play music in time with the client's breathing or heart rate.
Music
Therapy and Movement
People with developmental delays may have delayed motor development
and/or physical disabilities. Playing musical instruments and singing
are simple ways to demonstrate ability regardless of the sound created.
Movement to music develops self-awareness (Hanser, 1987). The movement
can be slight like tapping a chime or bell with a hand or finger or
large like gripping a beater and playing a cymbal, tone bar or drum.
The connection between the sound and the person’s movement encourages
self-awareness and repetition, which can create a learning environment.
Adults and children with developmental delay can move to music in physical
exercise and in dance. These types of experiences will also encourage
social interaction, enjoyment and exercise. Because music is time ordered
it is an ideal stimulus to help coordinate movement (Davis, 1999).
Music
Therapy and Emotions
Children and adults with developmental delays may experience frustration
when trying to express themselves and their emotions. This may be due
to speech and language impairment, poor communication skills and poor
social skills. Because children may not have met expectations set by
others they may experience rejection, which can manifest itself in behavioural
disturbances (Aldridge, 1996). Music therapy can provide opportunities
for self-expression through instrument playing, singing familiar songs
and song writing. ‘However primitive or restrictive they may be in response,
it is one of the first objectives to equip a person with some facility
for self-expression and some outlet for emotional discharge’ (Wigram,
1986, p. 4). Frustration and anger may be expressed in a safe way in
the music therapy space through playing instruments or singing about
the issue. Children and adults with severe delays can also express themselves
through musical experiences.
Music
therapy and Special Education/Cognitive Skills
Musical experiences can be used in learning to teach about the body,
colours, numbers, money and shapes. Increasing intelligence is not the
goal but ‘stimulating cognitive qualities which put the client in a
better position to hold his own in his community’ (Schalkwijk, 1994,
p. 86). Music and multi sensory experiences can improve ability to retain
information, such as looking at pictures of animals while singing about
the farm (Davis, 1999).
Music
Therapy and Social Skills
Social interaction can take place in group musical experiences. Clients
can be encouraged to sing each persons name with the therapist, pass
instruments to each other and sing and play music together Both the
interpersonal and intrapersonal development of the client can be encouraged
in music therapy. ‘No matter how profound the disability, music therapy
enhances functional abilities while simultaneously enriching creative
and expressive capacities’ (Hanser, 1987, p. 6).
References
Aldridge, D. (1996). Music therapy research and practice in medicine:
From
out of the silence. London: Jessica Kingsley.
Boxill, E.H.
(1985). Music therapy for the developmentally disabled. Texas:
Pro-ed, Inc.
Davis, W.B.
(1999). Music therapy for mentally retarded children and adults. In
W.B. Davis, K.E. Gfeller & M.H. Thaut (Eds.) An introduction to music
therapy theory and practice. Boston: Mc-Graw-Hill College.
Hanser, S.B.
(1987). An introduction to music therapy. In S.B. Hanser Music therapist’s
handbook. St. Louis, Missouri: Warren H. Green, Inc.
Schalkwijk,
F.W. (1994). Music and people with developmental disabilities: Music
therapy , remedial music making and musical activities. Londond:
Jessica Kingsley.
Wigram, T.
(1986). A therapy approach with severely disturbed and aggressive mentally
handicapped people. Australian Music Therapy Association Bulletin,
9, (1), 2-7.