Here's what the NeuroRhythm brochure says: "Music Therapy is an established allied healthcare profession in which music is used within a therapeutic relationship by a Board Certified Music Therapist (MT-BC) to address the physical, cognitive, communication, social and emotional needs of individuals of all ages. It has been a formal profession since 1950."
"Neurologic Music Therapy (NMT) is the therapeutic use of music to address the cognitive, speech/language, and sensory motor function of individuals with neurological diseases or disorders. Treatment techniques are based on a neuroscience model and the influence of music on functional changes in the brain and behavior."
"We are a research based behavioral music therapy practice, and the ONLY company that integrates the scientific fields of NMT with Applied Behavior Analysis (ABA). Our experienced team has advanced, specialized training in NMT and ABA that enables us to provide our clients with the best data based treatment plans and research based techniques."
They use a fun, multi sensory, innovative approach that is client centered, positive and effective.
They specialize in: Developmental disabilities, Neurological Disorders, Autism Spectrum Disorders, Cerebral Palsy, Down Syndrome, Cognitive Delays, Speech Language Delays, Motor Delays, Sensory Processing Challenges, Behavioral Challenges.
In a nut shell: perfect for Molly! Let's get to the fun first session.
We went into a clean, bright, naturally sun filled room full of instruments in baskets and hanging on the wall. Molly's music therapist, Sarah, encouraged Molly to explore the baskets and try each instrument. Canasta's, drums of various shapes and sizes, a xylophone that Molly said "no" to. Who knew that she didn't like that sound? Her absolute favorite instruments were any of the rattles and shakers. There was an orange, an apple and a banana shaker that she just beamed about as she shook them. After touching each music maker, she had to take a wet wipe and wipe them down before she put them away. You KNOW she loved that part. They won't have an issue with Miss Molly keeping the cooties at bay. In one corner of the room is the electric keyboard and an acoustic guitar as well. Both of those are reserved for the professionals.
The owner of the company, Kate, was in the room at the desk with her computer taking data as Sarah worked through various programs with Molly. The ladies would compare the data that they had gathered and then move onto the next activity. These first 6 weeks the two of them will work together to analyze Molly's strengths, weaknesses and work on the specific communication, initiation and sequencing goals that we had created and have been part of her IEP goals for years. After they have a program set up, Molly will have therapy two times a week with just Sarah.
Like last week during the intro session, both Kate and Sarah played the keyboard and guitar and sang a few of Molly's favorite songs to her. Molly danced her little heart out while tapping on a drum or clicking the castanets; mostly not with the rhythm of the music. That's from her dads side of the family ;) She threw in a lot of ballerina twirls that are pretty cute to watch and looked at me to see if I was impressed. The first session was a great intro for both Molly and me to see them incorporate a few songs that Molly loves, that they took the time to let her explore the new environment and get comfortable, and that they had a few goals that they were immediately working on and assessing.
Here's one example: Sarah and Molly sat facing each other. Each had a fruit shaker in one hand and a bell shaker in the other hand. Sarah would shake the fruit and singing "going, going....going" .........."stop"and Molly had to copy her. When Sarah stopped, Molly was supposed to stop. Then Sarah would shake the bells in her other hand singing "going, going....". Molly would copy. Sarah would "stop" and Molly was supposed to stop. The first few times, Molly would go from shaking the fruit to immediately wanting to shake the bell instead of stopping in between. Quickly she learned what the expectation was. The next round there was no verbal singing, just the visual. ABA therapy is always starting with the easiest and making it progressively harder while collecting data to see how quickly a kid learns the skill. Then Sarah moved her chair behind Molly so that Molly could not see her. Molly had to listen to which instrument Sarah was shaking. And then stop once Sarah stopped. Molly rocked it!! Then they played music and Molly danced and then "stopped". All highly motivating for my girl.
What goal was that task working on you ask? I am asking myself that very question as I write this. Listening to instructions? No..... Sequencing? No..... Communication? No...... Guess I'll have to get back to you and take better notes next time.
Wonder if music therapy will help her tag issue too? Can't wait to see!
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