Part 3 –Music Therapy Interventions for Children with Sensory Processing Disorders
Two weeks ago, I posted my definition of Sensory Processing Dysfunction (click here to read that post) and last week I posted about some of the ways that children exhibit sensory processing issues (click here to read that post). This post will talk about some music therapy interventions that provide the sensory input that these children need.
When I first began working as a music therapist, I was working with children providing individual music therapy sessions in the child’s home. While a great majority of the children I worked with were diagnosed with Autism Spectrum Disorder, I also worked with children that had Cerebral Palsy, Down Syndrome and other developmental delays. In the 1:1 environment with a young child, I provided a regimen based on “the sensory diet” used by many Occupational Therapists. This was a program using deep pressure and joint compressions starting at the top of the head and working down the body. After all the compressions had been done, we would then jump up and down 10 times and do some nice squeezing (hugging) as needed. And because it is music therapy, we are singing songs, of course. By providing the deep pressure and joint compression at the beginning of the session, the child was then able to focus on other musical tasks. For many of the kids,
the process needed to be repeated at intervals during the session. Ideally the child would learn how to calm himself and focus longer on tasks over time.
It is much more difficult to address individual sensory processing needs in the group setting, but it can be done. Although the goals for music therapy groups are generally written for the entire group and therefore oftentimes are geared toward social and educational goals, individual goals can be incorporated in the music therapy group by offering a wide variety of sensory experiences.
Auditory sensitivity issues are addressed in the music therapy group by building trust with the child. The first time I do a group, I let each child strum my guitar during the “Hello” song. It is a safe environment, a child that is afraid may need assurance that he only needs 1 finger or he may need hand over hand assistance. If a child is unable or unwilling to touch the guitar, they are given the option of putting their hand on top of mine while I play, to just listen or to be given a turn to try again after the other children have played. After about 2 weeks, I begin using different types of
perrcussion instruments during the hello song. Each week I bring something new that each child can play and then that instrument is incorporated into our group playing. In this way they understand what each instrument sounds and feels like individually and therefore it is less daunting during the rhythm band time. Children are never forced to play an instrument and a child with multiple sensory processing issues may not be able to stay for the whole music therapy group, or need more proximal space to be able to tolerate the sounds. Over time the child is encouraged to move closer to the group and participate for longer periods of time. Because the music therapy group and all the instruments and activities are very motivating, I have had some of the most auditorily sensitive children prefer the loudest instrument. The big gathering drum is 18” tall and 22” in diameter. It has a deep bass tone and a lot of vibrational input for sensory needy people.
Tactile sensitivity issues are also addressed by introducing the instruments as described above because the instruments themselves have different textures. The cabassa is a cylindrical instrument with beads around the perimeter. It comes in different sizes but I prefer the large one for those that need tactile input because it is heavier so provides more weight in the hands, some kids are encouraged to rub it on their legs or feet as needed. The guiro is another excellent instrument for tactile input it comes in a variety of shapes but I generally use the tradition latin “fish shaped” guiro. It is a wooden rasp that is scraped with a stick so it provides both tactile and proprioceptive input.
The music therapy group setting is a perfect environment for children needing proprioceptive input. Dance and movement games are great to incorporate during the group. The school music therapy group setting is a perfect place for those children that need to rock, sway and move during the music.
What are your favorite interventions for sensory processing issues? Please put your comments and questions below. Come back next week when I will discuss Sensory Integration techniques for adults in the music therapy group.