Music Therapy With Preschool Children on the Autism Spectrum: Moments of Meeting

With close to 1 million children on the autism spectrum enrolled in U.S. schools, educators need effective interventions that promote young learners’ abilities and build cohesiveness in complex classroom groups. Drawing upon video recordings from 16 months in a public preschool classroom, this book depicts the emerging relationships and abilities that develop through musical play with children on the autism spectrum. Barnes explores connections among students, teachers, and a music therapist; broader questions about the needs of young children; and the benefits of incorporating music therapy in early childhood education and school-based autism services. In vivid narratives, readers follow individual preschoolers through their challenges and their steps toward shared attention, interpersonal interaction, and communication during music. This important book raises key issues about autism supports and therapies, and offers encouraging alternatives to prevailing educational and therapeutic methods. Book Features: Chronicles the first two-year research study inside a music therapy group for preschoolers on the spectrum in a U.S. public school. Provides lucid personal portrayals of young children, teachers, and a music therapist. Explores the challenges and encouraging possibilities of helping young children through music. Describes the use of picture schedules, augmentative and alternative communication devices, musical instruments, percussion rhythms, and visual and tactile materials in music sessions. Presents children’s engagement in vocal interplay, turn-taking, theme-and-variation exchanges, and reciprocal expressions of emotion in early childhood education.

Table of Contents:
Contents Introduction: "My Name Is . . ." 1 Part I: The First School Year of Music Therapy with the Children 1. Gabriel and "Ten Fingers"—November 19 18 2. Emily’s Turn—December 3 29 3. The "Instrument Song": Shaking and Moments of Meeting—January 28 36 4. Playing the Chime: Dylan’s "Give It to Me" and Emily’s Energetic Participation—February 25 54 5. Rhythm, Entrainment, and Movement "Like This!"—March 24 77 6. The "Beanbag Song": Tactile and Visual Materials; Modeling and Mirroring Movements—April 13 85 7. "Three for Three"—May 26 95 Part II: The Second School Year of Music Therapy With the Children 8. Beginning the Second Year: Changes and Challenges—October 20 to December 8 108 9. Visual Supports, Movement, and Alternative Communication Aids—December 15 120 10. Observing the Children During Classroom Play and Morning Circle—December 22 131 11. Before the Sessions: Shared Guitar Playing and Vocalizing—February 9 and 16 141 12. The "Microphone Song" and Goodbye to Dylan—March 30 153 13. An Impasse and a Duet—May 18 164 14. Emily and the Drum; Gabriel and the "Toombah Song"—June 1 174 Conclusion 183 References 201 Index 211 About the Author 217