Picture It!: A Visual of Music Therapy Advocacy

January = MT Social Media Advocacy Month!

 

Introduction: Advocacy --> Recognition --> Access

Since 2005, the American Music Therapy Association and the Certification Board for Music Therapists have collaborated on a State Recognition Operational Plan. The primary purpose of this plan is to get music therapy and our MT-BC credential recognized by individual states so that citizens can more easily access our services. The AMTA Government Relations staff and CBMT Regulatory Affairs staff provide guidance and technical support to state task forces throughout the country as they work towards state recognition. To date, their work has resulted in over 35 active state task forces, 2 licensure bills passed in 2011, 1 licensure bill passed in 2012, and an estimated 7 bills being filed in 2013 that seek to create either title protection or a licensure for music therapy. This month, our focus is on YOU and on getting you excited about advocacy.

What is the State Recognition Operational Plan and

why is it important to music therapy?

The State Recognition Operational Plan is a national initiative being implemented jointly by CBMT and AMTA to obtain state recognition of music therapy and the MT-BC credential. This collaborative effort between AMTA Government Relations staff and CBMT Regulatory Affairs staff provides guidance and technical support to state task forces throughout the country as groups of music therapists work toward recognition as defined by their particular state.

The plan involves increasing awareness of the music therapy profession and of what it means to be board-certified. The ultimate goal is that, in all situations, the MT-BC be a minimum requirement as a service provision in every work setting.

 

Picture It!

 

Last year, I shared an original song, "a-d-v-o-c-a-t-e".   In 2013, the theme for our SM Advocacy Month is "CONNECT With Music Therapy." I asked greater Cincinnati clients, families, and fellow colleagues to share with me three words that came to mind when they thought of their experiences regarding music therapy. [some responses I received were so touching...in paragraphs, nontheless!] The plan was to see how these words literally connected with each other, as you can see below:

 

Some of the words included were embedded by yours truly [I wanted people to know that MT is researched, scientific, goal-driven)] but I love that so many of the responses that came in [especially from families whose homes I visit] were very subjective and emotional... lots of folks displayed a very visceral reaction when talking about music therapy. And while each person's view of MT is different--- even therapists practicing across our country have different notions of how they approach our profession--- there seemed to be common threads running thoughout here: positive effects of self-esteem; happiness; accomplishments; using a medium that is music to achieve AMAZING outcomes.

My thanks to all who participated in helping me make a rockin' visual- your words are SO important! As we continue our work together, and music therapists across the country do the same, we strive for others' recognition that music therapy is capable of awesome results.

Other MTs, professionals, families, clients...do you see words above that you'd  use to describe music therapy?  What else would you add to the list?

MT DIY- Let's Play a Game!

Howdy and happy 2013, all!  Here's hoping that your 2012 ended on a high note, and that the new year will bring you good health and happiness- and be filled with music!
I've, unfortunately, been sick since Friday for the second time within the span of 5 weeks : (   Very unlike me!  It's a good thing that I'd planned to share a non-singing activity with you today!

At our Christmas gathering with my mom's side of the family, I noticed in passing that she had large foam dice that she thought would work well for my Gram, plus my 5-year-old niece, when playing games.  My work hat landed on my head for a minute- I needed a pair!  These were an item that had always been on my (ever increasingly long) list of "to purchase", but never quite made it to the top.  It turns out, mom ordered them from Oriental Trading, and they came in the amount of 6 pair.  It also turns out that my momma is super sweet, and I can cross "large dice" off of my list : )

A loooong time ago, I made this board to use in lieu of my traditional picture schedule board (when appropriate), and called it "Let's Play a Game!"  The number rolled on the dice determines the order of session activities for kiddos.  Making the board is simple- foam board, Velcro, and a marker! Apologies for the length today, but to give you details as best as I can, here's a breakdown of skills that may be targeted, procedure for use, and pictures:

Skills:
1. Following 1- and 2-step directions, as well as a schedule
2. Being flexible within a routine
3. Counting 1:1 correspondence
4. Number identification and matching
5. Within a group, opportunities for turn-taking, waiting, cooperation

Procedure:
1. I start by giving instructions...something like: "We're going to play a game today! (excitement is always good :)  This is going to be our schedule, and we're going to use a dice (pausing to let the dice be examined).  I've put our work pictures on the board.  Each time you roll the dice, we're going to count the number of dots and then find the number on the board; then it's time for that activity.  When we're finished with it, we'll reach up and take the picture off and say it's 'done.'  We get to do this until all of the pictures are gone and it's time to say 'Goodbye.' If we roll a number after we've already used it, the dice is rolled again until we get a new number.  [If in a group, I'll add: "We'll start with __ and go around the circle, taking turns to roll the dice"]."

2. I set up the board by putting a "Hello" and "Goodbye" picture card before/after the first/ last number- for my kiddos, these are constants and need to have their place at the start and end of the session.  The rest of the cards can be placed randomly.

3. Student(s)/ Client(s) roll a dice.  Before I had these fun yellow ones, I'd made one (again, a loooong time ago) from a box.  I like using a large one for several reasons:
    a). it gives a larger visual field
    b). it's easier to manipulate physically
    c). it's different, and more intriguing than a regular ol' pair of dice

4. Activities (or interventions, tasks, if you prefer) are performed as their respective numbers are rolled.  Say the first number rolled is 5.  According to my board, "conversation" would be first.

5. Complete the activity.

6. Once finished, remove the card from it's numbered space.

7. Remind individual/ group that if a number is rolled again, the dice continues to be rolled until a new number appears.

8. Repeat until 'schedule' and session is complete.

Adaptations:
- if it's hard for a client to look at the numbered game board and want to visually follow the activities from 1-6, you can elect to roll all numbers at once to make a complete schedule, and transfer ordered pictures to another board.  This still helps to work on the aforementioned skills, but may make more sense to some.
- you may wish to use the pair of dice and the concepts of addition/ subtraction to get a number.
- a dice could be modified to hold (Velcro?) the actual schedule pictures, done in the order they're rolled.
- if hello, goodbye + 6 other activities is too much to fit in a time frame, I've done this: place the greeting and closing at #1 and #6, respectively.  Instead of rolling for these numbers, ask the student to find those numbers on the dice.

Should you be feeling DIY, and want to make the dice, I used a small box; taped it closed; applied white card stock; drew dots with a black Sharpie; used a little clear packing tape.  Ta-da!


I work primarily with young children through early adolescents, but you could surely adapt this to fit other age ranges!  Questions or comments?   I love input!  Hope this is helpful : )

Click it!

As a child, I remember the emphasis my mom  placed on wearing our seatbelts.  I bet the car wasn't even taken out of park until she was assured that we were buckled up.  An easy-peasy, important way to keep yourself safer when driving around, and the repetition during those years formed a good habit.  I'm sure one day, I'll be echoing mom's words : )
Important as well is the availability that kids have now to wear seatbelts on the school bus; this safety measure adds a layer of protection when travelling to and from school and home.
Hope this may be of help to you!





Click! Buckle Up

Click, click, click- buckle it up!
Click, click goes the seatbelt on the bus
Click goes the buckle, then I leave it alone
Stay buckled when I’m going to school and home

Hop on the bus, And buckle up
As soon as I sit down
Keep it on, while I’m sitting
While the bus is driving around

My seatbelt keeps me in my place
Everywhere I go
My seatbelt also keeps me safe
When we’re driving on the road

Click, click, click- buckle it up!
Click, click goes the seatbelt on the bus
Click goes the buckle, then I leave it alone
Stay buckled when I’m going to school and home

Stay buckled when I’m going to school and home.
Buckle up!

WDYD?



My idea of calm : )



What do you do when you need to calm yourself?  I was thinking about some phrases that have been used during my life, to urge others (or others directing me) to do so...remember "take a chill pill"? Chill out, calm or settle down, "chillax", be cool, "chill your grill" [I deferred to Google after these and found some strange/ funny ones, too :) ].  Regardless of the saying, generally when you hear it- especially with context clues- you're likely to understand the meaning...and hopefully get a grip, if needed.

When I'm creating songs for my kiddos, I always ask parents/ caregivers/ teachers/ therapists, etc. if any specific language is already being used to teach the topic.  It's really important- especially for those with special needs- to be consistent, and I do my best to carry that through songs that we use...not just in music therapy sessions, but maybe at home with mom or at school with an ABA therapist.  Better results have the opportunity to occur when everyone's on the same page!  Such is the instance here.

"Stop-Calm-Slow" also gives specific, concrete [again- important!] examples of ways that a child might hit pause and mellow out, after recognizing that a mood shift needs to occur.  Sometimes, the self-awareness that it needs to occur in the first place is half the battle.  With a young student, we literally practice moving at a fast, excited pace around the room- kicking legs, flailing arms, shaking head- accompanied by the faster guitar playing.  I verbally recognize that her body is in an "excited" state.  She's gotten to slowing herself down in harmony with the song, and also is able to perform the suggested actions on her own.  Now, we're working on translating it into in-the-moment occurrences during sessions.
Hope it may be of help to you!

STOP-CALM-SLOW

Sometimes I might get excited

A little too overexcited

And my body wants to go, go, go

But before I do that,

Think of how to react

Stop, and think calm and slow.

Take a deep breath,

Count to three,

Calm my body

Sing la-la-la-la-lee (ee-ee)

Give a squeeze
On my arms and my knees
Ask for help

If I don’t know what to do

(I need help, please)
Sing la-la-la-la-loo

You know….

Stop, and think calm and slow. (2x)

borrowed time

It's sort of literal, actually.  I'm really really excited to start sharing some songs with you that come from a very important part of my music therapy career--- my internship!  With gracious permission from supervising music therapists, as well as other therapists I worked with, I'm happy to share with you songs and activities that were shared with me 6-7 years ago.  "Internship Interventions" (does that sound like a reality TV show? ) will highlight pieces by these creative minds that were mainstays during my time with Midwest Music Therapy Services in St. Louis- as well as during my practice today.  Truly some "goodies."  I hope you find them as useful as I have. 

Today's song is from Lindsay Betz. Lindsay was one of 4 MTs I had the pleasure of learning from during my internship.  Her songwriting style was fun, and I always enjoyed how she could make learning academic tasks seem enjoyable with her ditties. I can say that I've gone back to "Tick Tock Clock" time and time again (no pun meant : ) throughout my career. Currently, Lindsay and her husband own and operate Jonathan Betz Photography in Colorado Springs.  Thanks so much for sharing your creativeness, Lindsay!




TICK TOCK CLOCK*

Tick, tock, look at the clock-
Let’s learn how to tell time.
Tick, tock, look at the clock-
You will see two hands.

First, look at the short hand-
This is the hour hand.
Find the number on which it lands.
The hour is: ____________.

Next, look at the long hand-
This is the minute hand.
Find the number on which it lands,
Then count by 5’s.
Start at 12 with “0”.
0-5-10-15-20-25-30-35-40-45-50-55-0
The “0” means o’clock
The minute is: _____________.

Then, put the numbers together.
First the hour, then the minute-
Now you’ve figured out the time.
The time is: _____________________:_____________________.


*over the years, I've adapted the lyrics just a bit to accomodate students' styles of learning

the power of 5

I'm really excited, friends-  Look what came in the mail yesterday!  My new certificate from the Certification Board of Music Therapists (CBMT).  Now I'm officially a board certified music therapist (MT-BC) for another 5 years....bring it on : )

Curious as to how a music therapist gains national certification?  Briefly...

When music therapy students finish their collegiate coursework, each participates in a clinical internship that generally lasts 6-9 months, with a total of 1200 hours of training completed. Following the successful end of an internship, the music therapist is eligible to take the board certification exam, administered by the CBMT...and successfully completing this grants the privelage of the MT-BC credentials for 5 years.  During this time, we MTs participate in various professional activities to accumulate a minimum of 100 hours of continuing music therapy education (CMTE) credits, if we intend to follow this method of being recertified after our 5 year cycle [this is the route I took, in case you're curious].  A music therapist may also opt to sucessflly re-take and pass the recertification exam during the 4th year of his/her cycle, in order to maintain MT-BC status.

Currently, there are over 5300 music therapists who retain the MT-BC credential.  Only those who have completed the requirements of the program and pass certification are able to use the title of board certified music therapist. If you are interested in music therapy services, you can search here to look for a certified therapist in your area.

which comes first?

A melody or lyrics? When I'm writing songs, I typically look at wording before adding any sort of musical notations. This allows me to think about components of music, such as meter, key, dynamics, chords that may emphasize lyrics, etc...and parallel this to elements of spoken language (rate of speech, rhythm, type of utterance, emotion(s) of the speaker).  This way, I feel that I can better "attack" topics and really highlight them with music.  However, there are occasions when I'm driving along (and along and along!) my way to/from work and my mind is suddenly flooded with notes. It may be for a current project or something that I roughly record on the voice memo feature of my phone, and stash away for the "right" activity.

It just so happened that for today's song, the lyrics were already written for me. They were penned by an ABA therapist who I "share" a kiddo with. We thought that since music is such a motivator for her, putting the words to music seemed a natural fit. When I write, I, personally, usually look for  some sort of rhyme; this song doesn't, but to me- it works. The flow and message of the words are good, and during sessions, I've seen great success at learning, singing, as well as recalling afterward.
I like that the song offers empathy that yes- it's alright to be angry...we all experience this emotion!  However, there are ways of expression that aren't appropriate (and these can easily be modified to fit your needs); instead, alternatives are given.  I also made a lyric page with pictures to illustrate each "do not" and "can."

So, when it comes to song-writing, it may be a "chicken and egg" deal...other therapists, teachers, composers: how do you approach your creations? I'm interested to know your methods!

Getting Mad

Sometimes I get mad.
It’s OK to get mad.
I get mad when something is too hard.
It’s OK to get mad.


But…


When I get mad, I do not kick.
When I get mad, I do not scream.
When I get mad, I do not run.
It’s OK.


I can ask for help.
I can take deep breaths to feel calm.
I can count to 20.
Then I feel better.


Great job, Lucy*!

*name changed

sing it, spell it, say it

Whichever way you choose, or whichever word you use, whether sung or spoken, every session I lead starts with this:  "hi!" ("hello", "hi there", etc.). The idea to spell it while singing came organically during one such session, when one of my kiddos started doing so on his own.  I've only used this in 1:1 sessions thus far but, when in a group, I plan to include letter cards for each individual to hold up and spell our greeting.  It's a natural way to begin, because it's what we do when we meet friends, family, co-workers, or folks we meet for the first time.  Within a music therapy setting, I'm using a song format to teach this social greeting, with the end goal of being able to fade the musical cue and appropriately initiate or reciprocate a spoken form of "Hi".
And as it turns out, there's a lot to welcome...


Hello, April.  Our fourth month of the year is here, and we've definitely been ushered in with great weather.  It's still hard to believe it's officially spring and we're on this page of the calendar already!


Hi, Autism Awareness Month.  Today was the 5th World Autism Awareness Day, and organizations around the world took part in unique events to commemorate the event.

Hi there, new opportunities!  Next Tuesday, I'll be the guest speaker on the radio program Dr. On Call.  It airs on 99.3FM out of Lawrenceburg, Indiana from 6-6:30PM (EST).  Music therapy- of course- is the topic, and I'll be giving listeners an introduction to the profession and sharing information about MT and special needs.  An audio link will be available shortly following the live show.
Separately, on Saturday the 14th, I'll be taking part in the Autism Sports Day event at the TriHealth Fitness Pavillion in Cincinnati.  From 12-12:30, demonstrations of music and movement will be available for participation.


Hello to you reading, especially if this is your first time visiting!  I hope you find information provided to be useful and enjoy your time here. 


Sing and Spell Hello

H-E-L-L-O
Hello, hello
It's music time, you know
It’s so nice to see you today
So first we will  spell and say:

H-E-L-L-O
Hello, hello

Hello ___
Hello ___
Hello ___
Hello ___

H-E-L-L-O
Hello, hello!

Onomatopoeia

Say what???  I think of myself as an English nerd (but hardly anything to cause embarrassment!).  In high school, I was on the English team of our academic team.  If I hadn't already learned it in class, you can bet that I soaked up the new words and terms that were thrown at me while studying for meets.

Are you familiar with the term or meaning of the post's title? Onomatopoeia (on-uh-mat-uh-pee-uh) is a term for a word that's associated with or used to describe the sound something makes (ie: "moo", "pop", or "splash")-  it's a 'sound word.'



clatterpillar



Such are the sounds that I've always associated with the pictured instrument  (the clatterpillar- a term Microsoft Word ceases to believe exists : )- "click" and "clack".  This little song came to be very organically during a music therapy session with a little guy who quickly became enamored with the clatterpillar.  I needed a quick tune for a short length of turn-taking, as well as to describe the instrument itself.  I also knew he loved trains and loved the connection between the click-clack sound of the instrument compared to a train chugging on its tracks.  He enjoyed the song from the start, and now adds the "click clack" + "up and down" lyrics on his own...with smiles, giggles, and eye contact!

With my young kiddos, I use a plastic constructed clatterpillar as shown above (vs. wood), as I can sanitize the heck out of it : )

Hope you enjoy!





CLICK CLACK CLATTERPILLAR

Click clack,
Click clack,
The clatterpillar goes “click clack.”
Like a train running on its track
It goes up and down,
Down and back.
Like a train running on its track,
The clatterpillar goes “click, click, clack.”

a "sweet" little song

Sweet, indeed!  In fact, upon some first encounters with this particular instrument some kiddos have (pretend) licked it.  The picture gives it away, but I'm talking about my trio of lollipop drums! (Any other MTs experience a similar reaction with your clients?)  It's fun to be able to offer an instrument that looks like a sweet treat  : )

In my arsenal of activities, I try to keep at least one "instrument-specific" song handy.  That is, a song that can be used to accompany playing, describe the instrument, or instruct how to play (ie: "Rub the Cabasa" or "The Clatterpillar Goes Click-Clack") while a client is manipulating the specific object.  I have a few songs about drums, but not one for the specific lollipop variety.  And... one of my kiddos has been working so very hard on articulation of /L/ and /th/ sounds...so... yahoo- a song with more than one use!  (gotta love multi-purposing an activity :) )  I tried hard to include a variety of initial, medial, and final (occuring first-in the middle-at the end of a word) placements of both sounds, as well as plenty of opportunities to practice throughout the song- we don't just want to include 2 /L/ words and call it a day!  When using this song to target articulation, we also practice the words without music before/after, as well as use a mirror to watch placement of the tongue (when not holding and playing a drum, of course!)

I hope you may find this useful for one or both of my intended purposes.  Let me know if you can think of another : )
Oh- and the /L/ and /th/ sounds we're working on are both sounding lovely!

THE LOLLIPOP DRUM

/th/, /th/, /th/, the lollipop
Play the lollipop drum

/th/, /th/, /th/, the lollipop

Playing is so much fun

Round like a circle

Sweet as can be

Sing along,

Play this song,

With me

/th/, /th/, /th/, the lollipop

Play the lollipop dru-um

/th/, /th/, /th/, the lollipop

Play the lollipop drum

a little tap'll do it

I don't know about you, but having a three-day weekend was such a great treat! And though many of us will feel disoriented, and repeatedly remind ourselves that today is Tuesday- not Monday!- we can look forward to a shortened work week. So, not to be confused- it's music on a faux Monday today!
Last week, I introduced today's shared song to one of my kiddos...and was thrilled that after our session, as I was taking data and writing my "note", he put into practice the content of the song! The topic is interrupting...or not doing so, and what can be done instead. Can you think of any other alternatives that could be added to the lyrics?



A TAP ON THE SHOULDER
I’ll tap you on the shoulder,
[Tap, tap, tap]
When there’s something I need
Or have to say
I’ll tap you on the shoulder,
[Tap, tap, tap]
But if you’re busy, I’ll back away.
And wait.

I’ll say excuse me
["Excuse me"]
When there’s something I need
Or have to say
I’ll say excuse me
["Excuse me"]
But if you’re busy, I’ll back away.
And wait.

If I see you're talking
With someone else,
I won’t interrupt; it’s not polite
I’ll keep to myself.
Waiting for my turn is hard,
But it’s the right thing to do,
So when you’re not busy
Then it’s my turn to speak to you…

I’ll tap you on the shoulder,
Tap/ “Excuse me”
When there’s something I need
Or have to say
I’ll tap you on the shoulder,
Tap/ “Excuse me”
But if you’re busy, I’ll back away.
But if you’re busy, I’ll back away.
But if you’re busy, I’ll back away.
A-a-and wait.

"rainy play day"

Last month was the wettest April in Cincinnati history, since records began being kept in 1835. I know that I was hoping that as the calendar flipped from April to May, we'd suddenly flip the rain off and the sunshine on...bummer, but no such luck yet. We've had some nice days in the tri-state, but they were "teaser" days, and this week's forecast begins with much cooler temps + chances and chances of rain.
As adults, we're yearning for the warmth of sunshine to lift our spirits or provide a great backdrop for outside work and gardening, and get-togethers with friends and family. However, as a kid, I just wanted to go in the backyard and play! When that's not an option, what do you (+ your kiddos) do for inside entertainment?

ps...look: the bandcamp player is working...hooray!


CHORUS:
It’s a r-r-rainy day
So inside’s where I’ll stay
I’ll get wet if I play outside
So inside’s where I’ll stay, ‘cause
It’s a r-r-rainy day

The rain is falling down from the sky
But inside my house I stay nice and dry
Inside is where I’ll play
Until the rain is gone
And the wet weather moves away

CHORUS

Stay inside, read a book
Play with toys, help mom cook;
Listen to music, watch TV
Paint, dance, sing;
Use the computer, blow some bubbles
Take some pictures, finish a puzzle;
Study for school, play with my pet
Inside I can play and I won’t get wet

CHORUS

"f-r-i-e-n-d"

Did you watch Mr. Rogers when you were young? I sure did. I loved the show. Today's Music Monday song reminds me of what he used to sing in his "You Are Special" song (you can take a stroll down memory lane and listen!)...specifically when he spells out "f-r-i-e-n-d." Aren't memories fun?
"You are My Friend" names attributes that are essential to a good friend. What do you value in your friendships?


YOU ARE MY FRIEND (here's the link to Bandcamp so you can listen!)
The winter needs snow,
And the ocean a boat.
A present and a bow
Your zipper and your coat
These work together
And make the other better
Just like me and you...

You are my friend, friend
With you I can spend time
Laughing, talking, playing, walking
In the bright sunshine
Attached to you just like there’s glue, holding us together
Nothing better
Than having a friend
I’m so glad you are my friend


A balloon needs air
And flowers need bees
Your head and your hair
Like trees and their leaves
These work together
And make the other better
Just like me and you...

You are my friend, friend
On you I can depend
To laugh, share, support, and care-
You always understand
Attached to you just like there’s glue, holding us together
Nothing better
Than having a friend
I’m so glad you are my friend

It's a safe place to be when I’m with you & you’re with me
my friend…I’m so glad you are my friend, friend…
my friend

waaaaay up high

When I think about it, I can remember times I desperately wanted be called on during class as a youngster...and then there were also times I equally as desperately tried to avoid eye contact with a teacher in hopes that would make me invisible and unable to be called upon! Something else that sticks out is the way teachers would make it known that if you raised your hand wildly, waving it around like you're trying to land an airplane, would most definitely not get you chosen. Conversely, if a student would sit quietly, tall in her chair, with her arm raised nicely, she stood a great chance of being the lucky one to venture an answer.
It's been a looooong time since those memories [: )], but I'd imagine similar situations still exist in schools today. So what's the right way to go about raising your hand? When should you do it? How long does it stay up there? When do you get to talk?! Read (and listen at Bandcamp ) on...

~do you have any fun[ny] hand-raising memories?~

RAISE MY HAND UP
Ooh, ooh, ooh, I know the answer!
Ooh, ooh, ooh, I have a question!
Ooh, ooh, ooh, I have something to say!
But before I yell out words-
Stop…think…wait…

When I want to tell something,
Raise my hand up!
If I need to ask a question,
Raise my hand up!
If I know an answer,
Raise my hand up!
Raise it up high
Up to the sky
Reach up where the planes fly

Leave it up there and quietly wait
Until my name is called
Then it’s your turn to speak
And down may hand can fall.

But….when I want to tell something,
Raise your hand up, up, up
Raise your hand up!

keep it moving!

Passing turns, giving turns, waiting turns- all very hard, right? I'll admit that I still sometimes have difficulty with the last one, especially in traffic! So is the case in many of my multi-kiddo sessions. Music is so fun that no one wants to share just one instrument and wait until it becomes available for the next turn! This song is great to use in a group setting (I'll get to some modifications in a bit). In it, I tried to embed instructions for each step of the passing and turn-taking process: physically passing, recognizing someone's turn, taking the turn, waiting while said turn is taken, then beginning again (and hopefully it's your turn to play this time!). I remember learning about and using many songs with similar teaching methods during my internship with Midwest Music Therapy Services in St. Louis. Something else I learned? Modifications and adaptions to activities are key! So for this particular intervention, a teacher, parent, or therapist could do the following to make this more suitable for their students/child(ren):

1. no instruments required! use a preferred toy.


2. use this as an opportunity to address answering "who" questions


3. when naming "who" has the instrument/toy/object, have the person named,as shown in the song, by students as well as the individual say "I do" or "me", practicing self-identification


4. young ones may need assistance to keep the passing going (or giving up the item to pass)


5. for those who are able, give a choice (using a sentence, please :) as to how the activity should be played- fast? slow? reversing passing direction? make it fun!!

If you try any of these- or have additional suggestions- feedback, as always, is great!

one more note: my music player is still not working, although I have been in contact with and am extremely pleased with customer service at Bandcamp! Very timely response, and helpful- although my problem is a weird thing with my new laptop, so I have to figure out why I can't embed the needed code (it may be a while, folks!). In the meantime, I'll provide links directly to "PASS 'ROUND THE CIRCLE" at Bandcamp. : )

bursting with fun

Music Monday has taken to the air- it's all about bubbles today! A combination of a session plan, the spurt of warm weather, and a jar of bubbles sitting in my work bag pushed me toward this song...and I'm glad it did : ) Not many kiddos I know refuse bubbles, and I have seen lots of faces light up when a "bubbles" picture card has appeared on session schedules during the last week. I also love songs and activities that can serve multiple purposes. This can be used to: accompany blowing bubbles- why not take turns with a friend?; help work on breath support as those cool, clear circles are formed magically; request- from one word signs to 5 word phrases, it's always a great idea to practice asking for something fun; this one just (sorry for the pun) popped in my head: remember those gigantic bubble wands? Super way to target gross motor movement for upper extremities. Do you have any other ideas or have you used bubbles in another sneaky "this-is-fun-but-we're-still-working" sort of way? If so, please share!
ps: my lovely helpers are my doggies, Tess & Ellie- their first time with bubbles, and I have to say- kiddos are much more excited to see bubbles than the girls were : )


---Yes, there's something missing- it's not you! I'm not great at handling computer issues, and am not sure if I'm experiencing a problem with the music player or the blog; I can't seem to get the music player in this post...so...I hope you'll take the extra step to visit my Bandcamp page to listen or check out "Bubbles" posted on facebook---


BUBBLES
Take the lid off, open the jar
Pull the wand out….we are…
Gonna blow bubbles, bubbles, bubbles.
Take a deep breath, in through your nose
Now blow on the wand- and out the air goes…we are…
Making bubbles, bubbles, bubbles.

Magical, wonderful, beautiful
Circles floating in the air
Large and small-
I love them all
I love to play and watch without a care…
Bubbles, bubbles, bubbles.

So clear, I can see through
Lovely and shiny, too
Floating up and down; all around!
Landing, and when one goes “pop”
And the bubbles stop…I say, "I want more ..."
Bubbles, bubbles, bubbles.
Bubbles, bubbles, bubbles.

just accept it

A compliment, that is : ). Fellow music therapist and super blogger Rachel Rambach at Listen Learn Music has a great "Compliment" song that you can listen to here; I found it very appropriate to use with one of my students. However, after some non-music reading that I've been doing lately about Asperger's and social skills, especially conversations, I realized that a complement to the Compliment song (nice use of a homophone, huh?) could be a good thing. That is, someone gives you a compliment- great!- but how do you respond? That's where "Smile and Thank You" comes in. I used both songs, followed by opportunities to make flash card examples of compliments, and discuss variations of saying "Thank you." Take a listen and see what you think!
ps: after recommendations from colleagues, songs will now be hosted at Bandcamp, so here's to successful posting and listening!

my english teacher would be proud

English was one of my favorite subjects when I was younger. In high school, I was on the English team of the academic team, and two terms stick out at me when I think of this new song....get ready...."alliteration" and "onomatopoeia." The first refers to the repetition of the same initial consonant sound of at least two words in close proximity to each other; the second refers to a word that imitates a sound it represents. Within "Pop-Pop-Popsicle" the /p/ sound is being alliterated (although I think I may have made that term up : ) and the "pop" sound is the example of onomatopoeia. Something different for you, but enough of the English lesson...
I've used this song as an accompaniment to instrument play- ie: drums, and playing 'pop-like' sounds during the chorus- but it's original intent is as a speech-sound song, to address initial and final productions of the /p/ sound---within a fun, summer-time song. I've also thought to target color identification with visual aides of colored popsicles. Another fun idea would be to move around with colored scarves and 'pop' the in the air during the appropriate times.
Do you have any other suggestions for this song's use? I'd love to hear them!



POP-POP-POPSICLE
When I feel the summertime heat
The sun beating down so hot
I want to enjoy a nice cool treat,
You know I really love it a lot
Red, orange, blue,
Purple and green, too
Different colors and flavors to eat
When I enjoy this summertime treat.

In my mouth, icy and cold
Pop, pop, Popsicle
Fun to enjoy if you’re young or old
Pop, pop, Popsicle
Unwrap it, push it up, or eat it off a stick
So tasty it’ll be gone quick

Popsicle, Popsicle, pop, pop, pop,
Popsicle, Popsicle, pop, pop, pop.
Popsicle, Popsicle, pop, pop, pop,
Popsicle, Popsicle, pop, pop, pop.

Shining SO Brightly

The Cincinnati Center for Autism held it's 6th annual Night of the Stars Gala a few Thursdays ago, on April 22nd. Staff and dedicated volunteers worked their tails off to present those in attendance with a fabulous environment and program. This fundraiser helps to fund the Center's scholarship program.

Very appropriately, today's Music Monday is "Twinkle Little Star," played by a student of mine at CCA, Alex. He and I work together on piano skills twice a week, and he is shining...as do many of the kiddos at the Center! In addition to the star-themed song selection, there are photos of the Night of the Stars on Facebook.



TWINKLE LITTLE STAR

I Like to Move It, Move It

The title of this post is half true [and a fun nod to my new friend Colin]. I've spent the last few weeks in a combination of being out of town at my sister-in-law's beautiful wedding in sunny L.A., then returning home, packing up my home, and moving to a new home. I adore our new house [the half truth about the post title], but the process of moving has been quite a feat [why I don't like to move it,move it]! I keep telling everyone that you never realize how much you own until you have to box it all, and then unpack and store it. Oh, and we've had all 10 of our dog Tess's puppies during the move, although all but 2 [we're keeping a girl- Ellie, who you will see photos of- and one boy who will go to his new home this week] are now with their new families.
I figured that with the craziness, I might miss a post or maybe even two, but never did I intend for a month to go by! Although my office materials are still pretty scattered, I've fished out the necessities so I can once again record and share activities with you- the purpose of the blog!
The song I'm sharing today is one I've had in my collection since I wrote it to target an IEP goal, way back during my internship in St. Louis...and although I may be biased, I think it is has the opportunity to be pretty effective. Case in point: I can still recite the original information it was meant to teach, which was the student's address and phone number. I thought this was pretty fitting to the theme of the post, since I now have a new address and phone number to remember.
The photos show the visual aide that accompanies this song, and allows students to place strips containing their address/phone number information in the correct sequence while participating in the song.


ADDRESS AND PHONE NUMBER SONG
I can say my address,
I know it very well.
It’s (number) (Street)
(City) (State) (Zip Code).

I also know my phone number,
It’s quite easy to say.
If you need to call me,
This is what you dial:
(Area code) (###-####).