Music Therapy within Assisted Living Facilities and Memory Care Groups and the Use of Songwriting Methods to Promote Quality of Life.

Quality of life, defined by the National Library of Medicine, refers to a concept that looks at the well-being of a person’s life in which both positive and negative aspects are measured during one period of time (Teoli and Bhardwaj, 2024). A few notable examples of these areas measured include health, relationships, autonomy in decision-making, independence or freedom, wealth, and physical surroundings. A common population in which quality of life is often measured is among older adults, especially those residing in assisted living or memory care centers. At this stage of life, a person’s independence begins to be taken away, and their health often declines, sometimes at a rapid pace. Health difficulties that commonly appear within this population are in the form of Alzheimer’s disease and dementia, arthritis, hearing loss, depression, and anxiety.

During a Pew Research survey on what areas influence a person’s quality of life as they age, areas such as the ability to feed oneself, ability to talk or communicate, maintenance of short- and long-term memory, being able to dress oneself, live without pain, life enjoyment and feelings of accomplishment were all rated. Results of the survey showed that all age groups rated the ability to talk or communicate as being the most important in maintaining quality of life throughout aging (van Leeuwen, et al., 2019).

Music therapy is a great avenue for enhancing an individual’s quality of life by providing them with opportunities for their voices to be heard through expressive communication. One intervention that can be used to accomplish this is songwriting. Songwriting can be an exciting yet intimidating concept to observers, preventing them from ever getting the chance to experience its unique and creative properties. A music therapist is able to break down these barriers and make them accessible and achievable by simplifying the process. For example, for a group of individuals within an assisted living facility, a music therapist might use visuals such as scenic photographs or physical objects to spark both lyrical and musical inspiration. The presented picture or objects may be passed around the group, prompting each resident to share what they think of when they see them. Common contributions will be from reminiscent memories or aspects of the picture or object that stands out to them as significant or beautiful. The music therapist can then take those words or phrases and create a personalized song based on the group's responses. This is a collaborative process in which control is placed in the hands of the residents. It can go further by giving different musical options to choose from, such as rhythm, tempo, and chord progressions.

For others that might require more support, such as a memory care group, allowing room for expressive communication can be in the form of lyric substitution in familiar songs. Some examples might be singing well-known classics such as “She’ll Be Coming Round the Mountain” or “Here Comes the Sun,” followed by the music therapist prompting the group with a question. Using a familiar tune can provide a sense of comfort, while the play on words allows for preferences and opinions to be acknowledged and heard. A question prompt might be “What is your favorite part of this season?”  by rewriting to the familiar tune:

“She’ll be Coming Round the Mountain”

• “There will be lots of beautiful flowers in the spring”

• “We’ll all have fun at picnics in the spring”

“Here Comes the Sun”

• “Here comes the rain”

• “Here come the flowers”

Overall, whether it’s creating a completely unique song from scratch or rewriting existing ones, songwriting is a positive way to improve the quality of life for older adults. It has the potential to meet an individual’s preferences and promote creativity, all while giving them back some form of control throughout a decline in independence.

-Beatriz Leal, Music Therapy Intern

References

Author, N. (2013, November 21). Chapter 6: Aging and Quality of Life. Pew Research Center. https://www.pewresearch.org/religion/2013/11/21/chapter-6-aging-and-quality-of-life/

Clark, I. N., Stretton-Smith, P. A., Baker, F. A., Lee, Y.-E. C., & Tamplin, J. (2020). “It’s Feasible to Write a Song”: A Feasibility Study Examining Group Therapeutic Songwriting for People Living With Dementia and Their Family Caregivers. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01951

Teoli, D., & Bhardwaj, A. (2024). Quality Of Life. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK536962/

van Leeuwen, K. M., van Loon, M. S., van Nes, F. A., Bosmans, J. E., de Vet, H. C. W., Ket, J. C. F., Widdershoven, G. A. M., & Ostelo, R. W. J. G. (2019). What does quality of life mean to older adults? A thematic synthesis. PLoS ONE, 14(3), e0213263. https://doi.org/10.1371/journal.pone.0213263

The Importance of Incorporating Movement in Music Therapy to Increase Self-Regulation in Children with All Abilities

Movement and music is an essential part of a music therapy session. It is an intervention used to increase self-regulation skills with individuals of all ages and abilities. According to Kate Williams, an early childhood professor and music therapist, “self-regulation is used as an umbrella term to refer to a range of processes related to the regulation of attention, behavior, and emotions.” The ability to regulate one’s attention, behavior, and emotions is a complex process that begins to develop within the first five years of a child’s life. Many of the clients receiving music therapy services are working towards developing or growing in these areas of regulation. One of the many ways that this is addressed in a music therapy session is through the incorporation of movement or dance interventions.

Through the incorporation of movement and dancing, a client is given the opportunity to not only have a creative outlet but also work out any pent-up energy that might prevent them from focusing on more challenging tasks throughout the session. For this same reason, a music therapist might specifically place their movement intervention at the beginning of a session to assist the client in self-regulating through the movement of their body. However, if a client is experiencing overstimulation, or is observed to be struggling to focus throughout the session, the music therapist might switch gears in the middle of a session and move straight into a movement intervention to help the client work towards that self-regulation. 

When targeting attention, a uniquely created or already established dance routine might challenge the individual to follow the specific sequences and work towards maintaining sustained attention. To focus on the behavioral side, a music therapist might incorporate drums that allow a client to redirect negative behaviors on an instrument that allows alternating movements between both hands and arms while also providing an extra sensory input of deep pressure against the drum head. When looking to target emotional regulation, a client might follow along to the movements of “If You’re Happy and You Know It” while creating their own dance moves that imitate different emotions they might be feeling or could feel later. Even something as simple as spontaneously dancing along to a client’s favorite song can improve attention, mood, and the ability to express emotions.

Other ideas for movement interventions:

• Body percussion

• Jumping on a trampoline to their favorite song

• Freeze dance or “stop and go” to increase impulse control within a sequence

• Creating unique dance moves that match a themed song

• Incorporating instruments to play throughout a routine

• Drumming on a big floor drum at different tempos to prompt gross and fine motor movements

-Beatriz Leal, Music Therapy Intern

References

Williams, K. E. (2018). Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms. International Journal of Early Childhood, 50(1), 85–100. https://doi.org/10.1007/s13158-018-0215-y

Williams, K. E., Savage, S., & Eager, R. (2020). Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: A clustered randomized controlled trial study protocol. BMJ Open, 10(9), e036392. https://doi.org/10.1136/bmjopen-2019-036392

Neurologic Music Therapy Techniques Targeting Speech and Communication for Individuals with Down Syndrome.

Neurologic Music Therapy (NMT) is an evidence-based system of music therapy that uses neuroscientific research targeting music’s effect on the brain. Neurologic music therapy techniques focus on areas such as cognition, speech and language, and motor dysfunctions caused by neurologic impairments or neurodevelopmental disorders. A music therapist with training in NMT techniques can help individuals accomplish their non-musical goals by using specific music interventions to reroute neuropathways.

Individuals diagnosed with Down Syndrome, also known as Trisomy 21, can have delayed speech and language development or display difficulties in their articulation and pronunciation. This can be an area where NMT techniques for speech or language could provide beneficial results in treatment. One case study conducted by Blythe LaGasse found that using NMT techniques with a child with Down Syndrome can show beneficial results in expressive communication and oral motor movements after 12 months of treatment.

Three specific NMT techniques that are useful in this population are Oral Motor Respiratory Exercises (OMREX), Developmental Speech and Language Training through Music (DSLM), and Therapeutic Singing (TS).

1. Oral Motor Respiratory Exercises (OMREX) are techniques that focus on the strengthening of the individual's facial muscles. These muscles, essential in the production of speech, can be strengthened by the vocalization of sounds through the use of wind instruments. Another aspect of OMREX looks to improve respiratory control, which can be accomplished through inhalation and sustained exhalation through the same wind instruments. To accomplish these, a music therapist might use  harmonicas, recorders, melodicas, or kazoos to create fun exercises for their client to engage in. 

2. Developmental Speech and Language Training through Music (DSLM) is another NMT technique that focuses on the improvement of functional communication and is especially useful with children. Singing, chanting, and instrument play are key areas used in treatment but come alongside engaging materials and experiences to promote the production of speech. A music therapist might use an engaging book and sing through its contents, providing musical stimuli while also prompting the repetition of sounds or words.

3. Therapeutic Singing (TS) is another useful NMT technique in promoting speech production in individuals with Down Syndrome. Singing through client-preferred songs is an essential part of most music therapy sessions; however, in the case of individuals with Down Syndrome, it can be useful in promoting the use of specific words or phrases through song. A music therapist can focus on areas such as breath control, pacing of speech, and even visual scanning as a client follows along to the presented lyrics.

Overall, there are several beneficial ways a music therapist can use NMT techniques to achieve great results when working with an individual with Down Syndrome when targeting speech and communication goals. The music therapist can take these techniques and add fun components such as visuals, props, or games to create a setting in which the client is working hard on these neurologic tasks while still having fun in the process.

-Beatriz Leal, Music Therapy Intern

 

References

Bruscia, K. E. (2012). Case examples of music therapy for developmental problems in learning and communication. Barcelona Publishers.  http://ebookcentral.proquest.com/lib/uiwtx/detail.action?docID=3117658

Key elements of the NMT evidence-based system. (2018, May 12). The Academy of Neurologic Music Therapy. https://nmtacademy.co/key-elements-of-nmt/

Thaut, M. H., & Hoemberg, V. (Eds.). (2014). Handbook of neurologic music therapy. Oxford University Press.

WHAT IS NEUROLOGIC MUSIC THERAPY. (n.d.). NMTSA. Retrieved February 17, 2024, from https://www.nmtsa.org/what-is-nmt

Hello!

Hello there! My name is Beatriz Leal, and I am one of the new interns at Therabeat, Inc.! I’m originally from San Antonio, TX, pursuing my bachelor’s degree in music therapy from the University of the Incarnate Word. My principal instrument is the piano, but I also enjoy playing the ukulele, guitar, and singing. After following Therabeat, Inc. on social media these past few years, I decided I wanted to take on the challenge to relocate and pursue my passion for this incredible profession. Music has always been a big part of my life, but I was never sure exactly how I wanted to incorporate it as a career until I discovered music therapy. This field opened my world to the power behind music and the skills that can be learned to enhance the lives of so many people through such a unique form of therapy.

My first week as an intern went by so fast but I loved every minute of it! From observations and fast-paced note-taking to meeting so many new friendly faces, each of these experiences has made my first week of internship so special. It’s been so interesting to see first-hand the way the music therapists create a safe space for each individual all while allowing them to musically express themselves and work towards their goals in a fun way. Another part of my first week consisted of observing other modalities of therapy such as physical therapy, speech therapy, and occupational therapy. Each of these experiences provided a unique perspective on how a team can come together to work towards a common goal of enhancing the life of one person through multiple levels of support. I had never seen a co-treatment session between music therapy and another form of therapy until I arrived at In Harmony Pediatric Therapy. Seeing how each therapist supports the other for the benefit of the individual was amazing to witness and something I look forward to being a part of during my time here.

I’m so excited to be part of team Therabeat, Inc. for these next six months and to see the clinical and musical areas I will grow in as I take these next steps in becoming a music therapist!

-Beatriz Leal, Music Therapy Intern

Introduction

Hello! My name is Teresa Dominguez and I am a music therapy intern at Therabeat Inc. I am from Sandy Springs, Georgia and I got my music therapy education from Queens University of Charlotte. My primary instrument is voice, but I can also play the guitar, piano, and percussion instruments. I enjoy spending time with family and friends, being outdoors, and karaoke.

My first experience with music therapy was when my brother received through his school. Throughout his treatment he gained confidence, improved his speech, and expressed himself. Seeing my brother reach his goals inspired me to become a music therapist to help others reach their goals. I enjoyed learning from my professors at Queens and I will now be using what I have learned to continue to grow as a music therapist at Therabeat Inc. Being a part of the Therabeat team is a great opportunity to work with music therapists along with specialists in other disciplines such as speech therapy, occupational therapy, and physical therapy.

My first week at Therabeat Inc. was fulfilling and brimming with new experiences. The people here at Therabeat are welcoming and always have time to answer questions. I have had the opportunity to observe many different types of sessions and I was amazed to see the variety of therapists under one roof. Some sessions had two therapists from different disciplines, and while watching these sessions; I developed a better understanding of how therapists can work together to help reach clients’ goals.

During the week, I observed music therapy sessions both in the clinic and at different schools. There are variety of experiences here, for instance, I spent time observing transition classes, individual sessions, and co-treatment with other therapists. I am looking forward to leading sessions and learning each day from the Therabeat team!

-Teresa Dominguez, Music Therapy Intern