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Restricted Repertoire of activities and Interests
“Listening to classical music helps me get in synchrony.”
Steven Cook, adult with Asperger Syndrome, OCD and Movement Disorder
It is not uncommon for individuals with ASD to get “stuck”
on their favorite activity, interest or topic of conversation. It may
be a challenge for them to stop doing or thinking about their interest
in order to do anything else. Change or transitions can be very difficult.
This of course, can make life difficult for the individual and those
that live or work with them. Sometimes, the more we want them to do
what we want them to do, the more it seems they want to do what they
want to do!!
In addition to visual supports, music may be another
avenue to help children transition from one activity or place to another.
Lisa, a teacher of young children with ASD took her students swimming
as a weekly activity. This event enabled her to incorporate numerous
skills including packing for the pool, dressing, taking showers, beginning
swimming skills and playing simple games in the pool with peers. Although
initially fearful, soon all of the students enjoyed going to the pool.
They enjoyed it so much that when it was time to leave, two of the children
refused to leave and actively resisted efforts to guide them out of
the pool. The experience became so stressful for everyone Lisa considered
canceling swimming. The swimming activity was so beneficial and the
children enjoyed it so much but the struggle at the end was unacceptable.
Then Lisa decided to try incorporating music during the group games
they played in the pool. She planned two short music sessions during
swimming. The first session, mid-way through the hour involved songs
that focused on movement, use of objects and social exchanges. Lisa
gathered the group together for the second session right before it was
time to leave the pool. She strategically gathered the group right next
to the steps to get out of the pool and used two songs designed to help
the children slow down, relax and then reach closure.
I Like to Bob (Apples and Bananas)
I like to bob, bob, bob when I’m in the water
I like to bob, bob, bob when I’m in the water
I like to bob, bob, bob when I’m in the water
I like to bob, bob, bob when I’m in the water
I like to kick
I like to splash
I like to swish
The first verse was sung at a brisk pace. Lisa slowed
the pace and used and increasingly quiet voice for each subsequent verse.
She found that slowing the music and movements very quickly calmed the
group. The next step was to actually get out of the pool. The children
were familiar with the concept of saying goodbye at the end of the school
day so she used this idea and came up with a song to say good-bye to
the lifeguard. She also wanted to capitalize on the calm, relaxed atmosphere
she had created so continued the very slow quiet pace of the first song.
Swimming Time is Over
Swimming time is over and now it’s time to go
Good bye, good bye, now it’s time to go.
This simple song was repeated as each child climbed the
steps to get out of the pool. Lisa, of course chose her most cooperative
student to leave first. Two of the children were still reluctant to
leave the pool but there was a dramatic improvement from the refusal
and resistance she had seen before. A parent might use a similar song
to help a child calm their mind and body when transitioning from active
play to meal, bath or bedtime. The increasingly slow pace of the song
is as important as the words.
A high level of anxiety is often associated with ASD.
This is understandable when one considers the conditions under which
people feel calm and relaxed versus nervous or anxious. People are calm
and relaxed when they are comfortable in their surroundings, they know
what to expect from others and have a degree of control over their level
of participation in the situation. The nature of the disorder makes
understanding the behavior expected in social situations a challenge.
If one does not understand why people are behaving way they do and has
difficulty controlling their own behavior, it’s very easy to make
mistakes, which can cause anxiety. Music can reduce anxiety and fear
and help the individual to reach a calm state and be more available
to learn. It can help the individual to learn what it feels like to
be in a relaxed state and provide them with tools to help them relax.
Simply listening to music can have an effect on ones’
moods and emotions, sometimes very quickly. The wonderful thing is that
a person does not have to understand language or the elements of the
music for this to happen. Different kinds of music can make us feel
happy, sad or excited. It can increase our level of alertness and can
help us relax. Because the response to music occurs in a short period
of time, it is easy to observe the effects different kinds of music
has on an individual. You don’t have to be an expert to try this,
just the ability to read the child’s reactions to different kinds
of music. Parents and teachers can try using a variety of recorded music
to influence the atmosphere of the home or classroom. A teacher might
use light upbeat music in the morning to greet the children as they
arrive at school. Dance music might be a quick pick me up after lunch
or after a long seat assignment. Slow, calming music might be used after
gym class or recess to help the children settle in. It is important
to remember to observe the effect of music on the students to ensure
the intended result is being achieved. Some children with ASD may find
a particular type of music irritating or distracting. You will know
what works by the responses of the students.
For example, Victor, a ten year old with ASD is not a
morning person. He frequently entered the classroom in the morning in
a sour mood, finding fault with everyone and everything. Needless to
say, it was not a pleasant way for him, his classmates or teacher to
start the day. His teacher Phil decided to try music to see if it would
help Victor ease into the school day. Phil collected a variety of upbeat
CDs and modified Victor’s schedule to include 15 minutes of listening
to music through earphones at his desk as soon as he arrived at school.
He was to use this time to review his schedule for the day and organize
materials and assignments. Victor thought this was a great idea and
after a few days, he came into school and went directly to his desk
and earphones, forgetting how irritating everyone could be in the morning.
Victor soon developed favorite CD’s and asked for certain ones
to listen to at home.Non-functional rituals such as lining up toys or
sifting through rocks may interfere with purposeful play or work. Because
music is enjoyable, it can be used to teach basic skills that are critical
for learning such as anticipation, increasing attention span, delay
of gratification, responding on cue, acting on objects, sequencing and
reaching closure.
Songs are very predictable; lines in the song are often
repeated several times and songs with verses often end with a refrain.
Songs also have a definite beginning, middle and end. The structure,
repetition, and melody of a song makes them enjoyable and easy to learn.
When a child is familiar with a song there is expectancy the song will
be completed. Music therapists may use this expectancy to build anticipation
by varying the pace of the song, singing faster or slower or even pausing
right before the climax of the song. By doing the unexpected, the child
is taught to wait for a moment before getting what they want (delayed
gratification). Used skillfully this pause also invites the child to
communicate with the therapist their desire to continue the song. The
structure of songs also provides the framework for introducing change
and expansion on the concepts being taught. For example, Lisa could
easily add verses (blow, paddle, float) to the song “I Like to
Bob” as the children learned new skills in the pool. Musical instruments
such as rhythm sticks, tambourines, maracas or drums can be included
to develop active participation and teach a variety of skills. Using
the materials appropriately, starting and stopping on cue, making a
choice, taking a turn, trading with peers and putting the instruments
away are just a few of the skills that can be taught. These are all
skills that can be generalized to a variety of situations and environments.
Responding on cue, either through actions or singing
is another skill that can be taught through music. Again, songs that
have repeated lines and skillful use of the pause can be used to create
the expectancy of a response from the child. For example with the song
Old McDonald the activity might include using a barn and small farm
animals. The therapist would sing the song, holding out an animal to
one of the children at the critical moment and pausing, “and on
his farm he had a ______.” The child responds by naming the animal
and then takes their turn by putting the animal in the barn. Pausing
right before the last word in a line, especially when the lines are
repeated, is usually most effective in getting a response.
Group music sessions can also teach sequencing, increasing
attention span and closure. Visual supports, either pictures or printed
words, depending on the level of the student are a useful tool to communicate
to the students what songs are going to be included, the sequence of
the activities and when the session is going to be over. Music sessions
are very adaptable. They may begin with very simple, low demand songs
and activities for very young children. Sessions can be lengthened by
adding songs and activities and be made more complex as the student’s
progress in their skill development. Beginning and ending the sessions
the same way is a great way to set a framework for the session and help
the children reach closure.
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