The music therapist must learn to anticipate the next two upcoming activities or alternatives to improvisation.
Pervasive developmental disorders full#
My pockets are usually full of props such as visual cards, a piece of a puzzle, a small ball, etc. Repetitive motor patterns could be to walk around the room playing on a tambourine, swinging in a parachute, rocking on a bass drum turned on its side.įor some children becoming a passive participant can also have a calming effect: listen to a song with pictures associated to the verse of the song, listen to a storybook on a CD, or play an ocean drum above the child’s head.ĭistract the child by offering him an object associated with the next activity.
Repetitive motor pattern can have a self-calming effect. One cannot make a choice if they do not know what the pictures really represent. I would only assume that the music therapist worked on this several sessions before offering the child to make a choice. Children must be able to match the picture to the activity before making a choice. If the child is not capable of making a choice, gently suggest a picture and, taking the card with you, walk towards the new activity. Quickly end the activity and offer another choice to the child.
Pervasive developmental disorders how to#
Following are some examples of how to redirect young children with PDD during a difficult transition period.įor a child using pictures to communicate, always have in hand or in a specific place in your room the picture symbols. Numerous techniques can be used to redirect the child smoothly and to offer an easy transition period between activities. Frequency and intensity must be constantly assessed to determine accurately the level of perseveration. Of course some of these signs do appear as well when the child is excited. Some early indicators of signs of perseveration could be to repeat the same musical pattern over and over again with no musical or interpersonal contact with the therapist, puffing of cheeks, self-stimulating with fingers, rocking, repeatedly saying some words, muscle tension, rapid breathing, giggling, and musical dynamic increasing. If perseveration persists, the activities must be quickly shifted, refocused or changed, thus bringing a rapid transition period to the session. For some observers or inexperienced therapists, the child may appear to be fully participating in the activity. As an activity progresses, the therapist must determine if the child is fully participating or is plainly perseverating. Perseveration and emotional responses at that time can escalate rapidly and it might be difficult to draw the child to another focus. As the child does not know exactly when the activity will end, s/he cannot prepare her or himself for the transition period. When using an improvisational model or improvisational activity during a more structured session, the transition can be even more difficult. However, this is not necessarily an easy transition for the child. When using structured activities such as a song or a dance, the child anticipates the ending and prepares himself somehow for the transition. But during the first year of therapy, this can be a very trying time for both the child and the therapist. Over time, the child gets to know you and the expectations and this would not be a problem. They usually focus on one thing at a time. Most young children with PDD live in the present time with little or no considerations for the past or the future. However, regardless of the technique, model, or approach chosen, one common difficulty when working with children with PDD is the transition period between activities. Not all children with exceptionalities will respond to the same model in the same manner. There are numerous approaches and techniques in music therapy for children with Pervasive Developmental Disorders (PDD). Johanne Brodeur, Ph.D., MTA, Victoria Conservatory of Music
Music Therapy in the Treatment of Pervasive Developmental Disordersĭr.
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