Professional Growth/Learning

I am grateful to have had the opportunity to observe two music therapists in a private clinic, working with children who have Down’s Syndrome, Autism, and developmental and intellectual delays. This is a population in which I’m interested but have not been able to experience in my practicum settings while receiving my music therapy training.

I observed Emma and Vanessa working one-on-one with children of a variety of ages, each one unique and dynamic. It is difficult to summarize what I learned and observed from each session because there is so much to cover. I’ll share the highs and lows that resonated with me most.

I witnessed a special moment between a child, mother, and music therapist in a session. The child is autistic and is mainly nonverbal. Her main form of communication is sign language, and the music therapist (MT) uses music to help her sing and verbalize the thoughts often trapped inside. A common phrase that the MT uses frequently is “my turn please.” When the child wants to play an instrument, the MT asks her to sing or say “my turn please,” and the child usually repeats the phrase. In this particular session, the MT sang from a book: The Animal Boogie. The child was engaged, as evidenced by increased attention and eye contact with the MT and on the book. Upon asking the child what animal she saw on the page, she sang the name of the animal. The child’s mother was in tears, later in the session explaining how the school is telling her that her daughter doesn’t understand anything and needs to be removed from the classroom. Moments like these need to be seen by the team members of the IEP so wise, informed decisions are made on behalf of special needs children like this one. Having the opportunity to witness this special moment was an honor and a privilege. The mother’s belief in her daughter’s abilities after hearing from teachers, aides, and administrators that “she can’t, she isn’t able, etc.” was validated in the special moments of the music therapy session. Powerful.

I also observed a couple of teenage boys who are developmentally and intellectually delayed. The MT explained that both boys have been coming to the clinic since when they were toddlers. Progress has been made through music therapy, but the MT also shared how discouraging it is to see a young toddler grow up, knowing that he will continue to struggle with severe disabilities throughout his life. Each of the teenage boys were largely nonverbal. The MT that I observed did an excellent job of engaging each one in experiences that they loved. One loves drumming, and it was amazing to see how skilled he was at playing a variety of beats and rhythms. Though largely nonverbal, it was evident that music is clearly a source of communication for this teenage boy.

Though I have not experienced working extensively with this population , I am excited to continue learning the best methods of music therapy to engage children with autism, Down’s, and other neurologic challenges. Thank you, Vanessa and Emma, for letting me learn from you!