RONNA S. KAPLAN, MA, MT-BC THE CLEVELAND MUSIC SCHOOL SETTLEMENT AUTISM TODAY SUMMIT CLEVELAND, OHIO...

RONNA S. KAPLAN, MA, MT-BCTHE CLEVELAND MUSIC SCHOOL SETTLEMENT

AUTISM TODAY SUMMITCLEVELAND, OHIOOCTOBER 11, 2008

Structuring Social Successes through Music Experiences for Individuals with ASD and Their

Peers

Structuring Social Successes through Music—

Session Objectives

Participants will be able to…1.Provide a working definition for “social skills.”2.Brainstorm examples of social skills beneficial for

typically developing individuals and for those with ASD to use at home, school, or work and/or in the community.

3.Identify one or more uses of music in structuring social successes.

4.List one or more non-musical techniques/resources to enhance social skill development in tandem with music experiences.

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Ronna Kaplan-10.11.08

Introductory Music Experiences

“Roving Reporter” song (tune of “Chiquita Banana”)My name is _________ And I’m here to saySome of my favorite things today.My favorite TV show is _______,My favorite food is __________,And my favorite color is ______.

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“Kids Together”–R. Davis (Kaplan)

1. Well, I’d like to tell you something,Something you should know,About the kid sitting right next to you And kids wherever you go,There are special things about us That make me me and you you,We’re different in a lot of waysBut we’re really all the same too.

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“Kids Together”-cont’d.

CHORUS‘Cause we’re just kids together,We can be what we want to be,We’re just kids together,Just kids, you and me.

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“Kids Together” (cont’d.)

2. How we look on the outside Is really no big deal.What’s inside is more important,Like how we all think and feel.Sometimes we might feel angry or sad,But soon we’re happy again.It’s so nice to hear “I love you,”‘Cause we all want to have a friend.

CHORUS

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“Kids Together” (cont’d.)

3. There are some things we are good atThat are easy for us to do.Other things may be hard work But we have to try to do them too.Sometimes we still might need some helpIn our work or in our play,But we say that’s ok becauseWe’re still growing every day.

CHORUS

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“Kids Together”-Coda

We’re not so different, you and me,We’re the same, you and me,We have feelings, you and me,Sad or happy, you and me,We might need help, you and me,We’re still growing, you and me,Say “I love you,” you and me,Let’s be friends, you and me.

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“Kids Together” Discussion Questions

How are you the same as the person next to you?

How are you different from the person next to you?

What is one thing that makes you special?What is something you are good at?What is something that you need help with?What is one way in which you are growing?

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Social Skills Defined

Audience brainstorming

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Social (adjective)--Webster

2a: marked by or passed in pleasant companionship with one’s friends or associates [leads a very full social life]; engaged in for sociability [social drinking]. b: sociable. c: of, or relating to, or designed for sociability [a social club].

3a: tending to form cooperative and interdependent relationships with one’s fellows: gregarious [man is a social being] . b: living and breeding in more or less organized communities

4: of or relating to human society, the interaction of the individual and the group, or the welfare of human beings as members of society [social institutions] [social behavior] [social legislation]

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Social Skills Beneficial at Home, School, Work and/or in the

Community

Audience brainstorming

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Remember…

People with disabilities are not necessarily disabled in their musical or artistic skills

Participation in music experiences may give individuals with ASD or other disabilities who are not necessarily disabled in their musical or artistic skills a chance to excel.

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Experience in Relating to Others-William Sears

1. Music provides means by which self-expression is socially acceptable.

2. Music provides opportunity for individual choice of response in groups.

3. Music provides opportunities for acceptance of responsibility to self and others.a. Music provides for developing self-directed

behavior.b. Music provides for developing other-directed

behavior.4. Music enhances verbal and nonverbal social

interaction and communication.

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Experience in Relating to Others-William Sears

(cont’d.)

5. Music provides for experiencing cooperation and competition in socially acceptable forms.

6. Music provides entertainment and recreation necessary to the general therapeutic environment.

7. Music provides for learning realistic social skills and personal behavior patterns acceptable in institutional and community peer groups.

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An Analysis of Music Therapy Outcomes for Clients with Autism Spectrum Diagnoses (Kaplan & Steele, 2005)

Figure 2 Primary Goal Areas for Clients with Diagnoses on the Autism Spectrum

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5

10

15

20

25

30

35

40

45

Behavioral/Psychosocial Language/Communication Perceptual/Motor Cognitive Musical

Primary Goal Areas

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f C

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Suggested Possible Social Skill Areas (Music Therapy Assessment)

• Response to own name• Awareness of others• Engagement/joint

attention• Greetings/farewells• Understanding of rules

& structures• Awareness of

appropriate physical space

• Participation• Tolerance of transitions• Turn-taking/Play • Attending

• Compliance• Relationship skills• Decision-making• Leadership• Eye contact to person• Eye contact to task• On-task Responses• Independence• Positive verbal

interaction with peers• Emotional Skills• Other

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Uses of Music in Structuring Social Successes

• Cues for transitions• Carrier of information• Activity for

motivator/reinforcer• Mood-setter• Aid in practice of

modulation of voice/body (loud/soft, fast/slow, etc.)

• Auditory cue

• Material for task• Structure for task

related to a topic• Background, e.g. for

relaxation• Activity for

developing responsibility

• Activity for project/performance

• Other

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Music Experiences to Provide Opportunities for or Facilitate Development of Social Skills

SingingPlaying instrumentsMovingListeningComposing/creatingMusical games

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Results of MT Autism Outcomes Study (Kaplan & Steele, 2005)

Most frequently selected specific music therapy interventions Behavioral/psychosocial domain

Interactive instrument playing Musical instrument instruction Instrument choices Interactive singing Imitative instrument playing

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Non-musical Techniques/Resources to Enhance Social Skill Development

Social stories TM/ social songs

Problem-solvingTemporal supports Procedural

supportsSpatial supportsAssertion supportsStructure

ProximityReplacement

behaviorsSelf-management

or self-monitoring

Specific feedbackUse of peer

models Other

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How Can You Use Music?

At home To reinforce or facilitate

social, communication, cognitive, motor skills

To promote positive interaction among family members

To expand play To accompany rituals and

holidays As self-expression To assist meeting of sensory

needs To assist relaxation To accompany exercise As a leisure skill As a consumer (listening to

music, purchasing recordings on line, etc.)

At school Assessments for eligibility for

music therapy as a Related Service

Individual music therapy Music therapy groups (in self-

contained class or with reverse mainstreaming)

Inclusion in music classes or performing groups

On the playground Performances As an assist in special

education or regular classroom

To assist meeting of sensory needs, relaxation, etc.

Consultation, co-treatment, or co-teaching with other professionals

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How Can You Use Music (cont’d.)?

At work Headphones to decrease

distraction with tasks Music as an accompaniment

to certain tasks Topic of conversation with

peers at work Shared music time during

breaks Performing groups

In the community Family concerts School concerts Religious events Sporting events Music therapy in community

setting Co-treatment with other

community therapists Private lessons (adapted or

traditional, with possible music therapy consult)

Performing groups As a consumer (purchasing

CD’s, music books, music on line)

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References

See attached

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RONNA S. KAPLAN, MA, MT-BC THE CLEVELAND MUSIC SCHOOL SETTLEMENT AUTISM TODAY SUMMIT CLEVELAND, OHIO...

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