Marcia E. Humpal, M.Ed., MT-BC Ronna S. Kaplan, M.A. MT-BC. Journal of Music Therapy

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1 American Music Therapy Association 8455 Colesville Rd., Ste Silver Spring, Maryland Tel. (301) Fax (301) Annotated Bibliography of Articles from Music Therapy Journals ( ) Specifically Relating to Music Therapy with Young Children in Educational Settings or Methodologies Pertaining to Young Children Marcia E. Humpal, M.Ed., MT-BC Ronna S. Kaplan, M.A. MT-BC Journal of Music Therapy Humpal, M. (1991). The effects of an integrated early childhood music program on social interaction among children with handicaps and their typical peers. Journal of Music Therapy, 28(3), The purpose of this study was to examine the effects and benefits of a pilot inclusive preschool music program on both the children with disabilities and their typical peers. Interaction among the children increased following the music therapy intervention phase. Wolfe, D., & Horn, C. (1993). Use of melodies as structural prompts for learning and retention of sequential verbal information by preschool students. Journal of Music Therapy, 30(2), This study found that students learn information set forth within familiar melodies more quickly than when the information is presented via unfamiliar melody or spoken conditions. Wolfe, D., & Stambaugh, S. (1993). Musical analysis of Sesame Street: Implication for music therapy practice and research. Journal of Music Therapy, 30(4), The various ways music is employed in the production of Sesame Street are categorized and described. Colwell, C. (1994). Therapeutic application of music in the whole language kindergarten. Journal of Music Therapy, 31(4), Analyses indicated that both (a) song rehearsal of text set to music, and (b) spoken and song rehearsal of book text set to music, facilitated greater text accuracy than (c) only spoken rehearsal of the book text. Wolfe, D., & Jellison, J. (1995). Interviews with preschool children about music videos. Journal of Music Therapy, 32(4), Results are discussed related to intended educational messages in commercially produced materials and to the factors that may influence children s recall of educational material. Register, D. (2001). The effects of an early intervention music curriculum on prereading/writing. Journal of Music Therapy, 38(3),

2 This study, which replicated that of Standley and Hughes (1997), using a larger sample, demonstrated that music sessions significantly enhanced the abilities of 4- to 5-year-old children enrolled in Early Intervention and Exceptional Student programs to learn prewriting and print concepts. The experimental group showed significantly higher results on logo identification posttest and word recognition tests. The author also offered implications for curriculum design and academic and social applications of music in Early Intervention programs. Hilliard, R. (2001). The effects of music therapy-based bereavement groups on mood and behavior of grieving children: A pilot study. Journal of Music Therapy, 38(4), This study found a statistically significant reduction in grief symptoms as evaluated in the home among subjects who participated in music therapy-based bereavement groups. Teacher and self-evaluations were less conclusive, indicating the recommendation for further research studying the effects of music therapy on grieving children. Brownell, M. (2002). Musically adapted social stories to modify behaviors in students with autism: Four case studies. Journal of Music Therapy, 39(2), This study s results indicated that both reading and singing conditions were significantly more effective in reducing target behaviors of 1st and 2nd grade students with autism than a no-contact condition. Furthermore, the findings suggested the use of a musically adapted, sung version of social stories as an effective and viable treatment option for modifying target behaviors with this population. Layman, D., Hussey, D., & Laing, S. (2002). Music therapy assessment for severely emotionally disturbed children: A pilot study. Journal of Music Therapy, 39(3), This article discussed a music therapy assessment instrument for children with severe emotional disturbances measuring behavioral/social functioning, emotional responsiveness, language/communication abilities, and music skills. Results of the pilot study demonstrated that subjects displayed significantly more behaviors in the disruptive/intrusive category than in the defensive/withdrawn or target behavior categories. Perry, M. (2003). Relating improvisational music therapy with severely and multiply disabled children to communication development. Journal of Music Therapy, 40(3), A qualitative research project explored the issues of pre-intentional and early intentional communication of school-age children with severe and multiple disabilities, such as cerebral palsy, finding that turn taking and playing and singing together are important forms of communication during music therapy. The author denoted many communication problems related to disability and recommended further study of how music therapy may relate to general issues in communication for individuals with severe and multiple disabilities. Robb, S. (2003). Music interventions and group participation skills of preschoolers with visual impairments: Raising questions about music, arousal, and attention. Journal of Music Therapy, 40(4), Statistical analysis of data collected in this study revealed that the attentive behavior of 4- to 6-year-old children with visual impairments was significantly higher during musicbased sessions than during play-based sessions. Other group participation behaviors occurred more frequently in the music condition, but these differences were not

3 statistically significant. Differential outcomes among participants, as well as an exploration of theories related to music, arousal, and attention, were discussed in an effort to guide future research. Jackson, N. (2003). A survey of music therapy methods and their role in the treatment of early elementary school children with ADHD. Journal of Music Therapy, 40(4), Results of the survey indicated that music therapists often utilize a number of music therapy methods in the treatment of children with ADHD and address multiple types of goals, with treatment outcomes generally perceived to be favorable. Further implications of results and areas for continuing research into the use of music therapy with ADHD were identified. Register, D. (2004). The effects of live music groups versus an educational children s television program on the emergent literacy of young children. Journal of Music Therapy, 41(1), This study confirmed that music increases students on-task behavior. In addition, the combination of music and video enrichment showed gains in 4 of 8 tests used to measure students progress, a pattern supporting the need for further investigation regarding benefits of enrichment programs, particularly those incorporating music, specifically designed to enhance curricula for students from low socioeconomic backgrounds. Chase, K. (2004). Music therapy assessment for children with developmental disabilities: A survey study. Journal of Music Therapy, 41(1), Music therapists working with children with developmental disabilities responded to this survey, noting (a) major skill areas and subcategories they most frequently assessed, (b) how these areas are assessed, (c) common features of their current assessment tools, (d) positive and/or negative aspects of their current assessment tools, and (e) the 3 most important features desired in a standardized music therapy assessment for use in their clinical practice. Whipple, J. (2004). Music in intervention for children and adolescents with autism: A metaanalysis. Journal of Music Therapy, 41(2), This meta-analysis of the dependent variables of theoretical approach; number of subjects; participation in and use, selection, and presentation of music; researcher discipline; published or unpublished source; and subject age from 9 quantitative studies, compared music to no-music conditions during treatment of children and adolescents with autism. The significant effect size, combined with the homogeneity of the studies, led to the conclusion that all music intervention, regardless of purpose or implementation, had been effective for children and adolescents with autism. Clinical implications as well as recommendations for future research were discussed. Kaplan, R., & Steele, A. L. (2005). An analysis of music therapy program goals and outcomes for clients with diagnoses on the autism spectrum. Journal of Music Therapy, 42(1), The researchers investigated music therapy interventions, session types, and formats most frequently used with music therapy clients with diagnoses on the autism spectrum. Clients ages ranged from 2 49 years. The authors also analyzed goals most frequently addressed and generalization of skills.

4 Music Therapy 1 Briggs, C. (1991). A model for understanding musical development. Music Therapy, 10(1), This very thorough article is structured to begin placing the research related to musical development into a model that integrates musical research with accepted models of child development. Aigen, K. (1995). Cognitive and affective processes in music therapy with individuals with developmental delays: A preliminary model for contemporary Nordoff-Robbins practice. Music Therapy, 13(1), The author, reaffirming Nordoff and Robbins idea of the music child within, describes a model that provides a description of hierarchical client processes as well as a system for understanding therapeutic interventions and scope of treatment. Loewy, J. (1995). The musical stages of speech: A developmental model of pre-verbal sound making. Music Therapy, 13(1), This article presents a model for using the musical development of speech as a means of understanding the level of vocal activity that occurs in a pre-verbal context. Music Therapy Perspectives Gfeller, K. (1990). A cognitive-linguistic approach to language development for the preschool child with hearing impairment: Implications for music therapy practice. Music Therapy Perspectives, 8, This paper outlines the basic components of a cognitive-linguistic model for language rehabilitation: levels of representation, levels of operation, and core content area. Each of these components is discussed as they relate to music therapy practice. Hughes, J., Robbins, B., McKenzie, B., & Robb, S. (1990). Integrating exceptional and nonexceptional young children through music play: A pilot program. Music Therapy Perspectives, 8, This article describes a pilot program that combined prekindergarten Exceptional Student Education (ESE) children with their typical peers in a public school music therapy program that provided structured interaction opportunities through traditional early childhood music and social activities. Humpal, M. (1990). Early intervention: The implications for music therapy. Music Therapy Perspectives, 8, This article reviews the history of early intervention practices and the music therapy research pertaining specifically to this age group. Implications for utilizing music therapy in the early intervention setting are discussed in an attempt to facilitate understanding of 1 Music Therapy was the official journal of the former American Association of Music Therapy. When this organization merged with the former National Association for Music Therapy and the two became the present American Music Therapy Association, Music Therapy ceased publication.

5 its legitimate inclusion as a unique part of an interdisciplinary approach. Gunsberg, A. (1991). A method for conducting improvised musical play with children both with and without developmental delay in preschool classrooms. Music Therapy Perspectives, 9, The author provides an analysis of the methodological steps involved in conducting Improvised Musical Play (IMP), a strategy for fostering social play among children both with and without developmental delays, including a detailed description of steps involved in implementing IMP activities with young children in mainstreamed settings. Standley, J., & Hughes, J. (1996). Documenting developmentally appropriate objectives and benefits of a music therapy program for early intervention: A behavioral analysis. Music Therapy Perspectives, 14(2), This study documents the variety of developmentally appropriate activity components in the music therapy sessions, assesses responses of the young children, and evaluates teaching interactions using the standards of the National Association for Education of Young Children. Wylie, M. (1996). A case study to promote hand use in children with Rett Syndrome. Music Therapy Perspectives, 14(2), This case study documents significantly increased hand usage following music therapy interventions with preschool girls with Rett Syndrome. Standley, J., & Hughes, J. (1997). Evaluation of an early intervention music curriculum for enhancing prereading/writing skills. Music Therapy Perspectives, 15(2), This study evaluates the effects of music sessions designed to enhance prereading and writing skills in an early intervention setting. Results demonstrate that music significantly enhanced print concepts and prewriting skills. Luce, D. (2004). Music learning theory and audiation: Implications for music therapy clinical practice. Music Therapy Perspectives, 22(1), This paper provides an overview of Gordon s music learning theory and audiation, as well as the types and stages of preparatory audiation. The author considers the model s distinctively musical vocabulary and notes the implications for music therapy clinical practice. Register, D. (2004). Teaching child-care personnel to use music in the classroom: A comparison of workshop training versus on-site modeling. Music Therapy Perspectives, 22(2), Findings of this study indicated that provision of an implementation and support model may increase the amount of music used by early childhood teachers in their classrooms and that teachers are more likely to implement and follow through with new programs early in their careers. The author discussed suggestions for future research as well. Allgood, N. (2005). Parents perceptions of family-based group music therapy for children with autism spectrum disorders. Music Therapy Perspectives, 23(2), In Humpal, M. E. & Colwell, C. (2005). Effective Clinical Practice in Music Therapy. Early Childhood and School Age Educational Settings. Silver Spring, MD: AMTA. Published with permission from AMTA.