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Relating improvisational music therapy with severely and multiply disabled children to communication development.

Mary M Rainey Perry1

  • 1University of Melbourne, Australia.

Journal of Music Therapy
|October 22, 2003
PubMed
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Music therapy engagement in children with severe disabilities varies with communication level. Music therapy supports turn-taking and joint attention, crucial for interaction despite disability-related challenges.

Area of Science:

  • Music Therapy
  • Developmental Psychology
  • Special Education

Background:

  • Limited research exists on communication development's impact on music therapy for children with severe and multiple disabilities.
  • Understanding disability influences on musical interaction is crucial for this population.

Purpose of the Study:

  • To explore the effects of preintentional and intentional communication development on musical interaction.
  • To investigate disability-specific influences on musical interaction in children with preintentional and early intentional communication.

Main Methods:

  • Qualitative research project involving ten school-aged children with severe and multiple disabilities.
  • Analysis of video recordings and other data to assess communication development and music therapy interaction.

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Main Results:

  • Children's communication development levels were reflected in their music therapy participation, affecting initiation, turn-taking, attention, and engagement.
  • Turn-taking and joint musical activities (playing/singing) emerged as key communication forms.
  • Disability-related communication challenges included difficulties with joint attention, environmental interpretation, motivation, interaction methods, arousal, and interest.

Conclusions:

  • Music therapy effectively reflects and supports varying communication levels in children with severe and multiple disabilities.
  • Further research is recommended to integrate music therapy with broader communication strategies for this group.