Proceedings, Oxford, UK (2002) - World Federation of Music Therapy

infant alternate vocalization). The mode of alternation was how the girls
in this study responded. They concentrated on the therapist while the
song was sung to them, as a young child may be when listening to his
mother talking ‘motherese’ or singing to him.
Conclusion:
Specific individual song preferences were found in this study.
Establishing each child’s individual preference is an important first
step when trying to achieve active participation by the child.
When determining what type of songs to use during music therapy
intervention it will be more effective if they encompass some of the
musical elements found in this research (always remembering each
child’s personal preference and musical background can and will differ).
The presentation (singing) of the songs should address the expressive
part of the music and at the same time needs to be presented as true as
possible to the musical structure and its style.
Being tuned to the child’s emotions and reflecting these emotions
musically does result in a meaningful form of interaction between
therapist and the child. This type of musical/emotional interaction
establishes an important dynamic foundation for growth and learning in
the child with developmental disability in general and with Rett
syndrome in particular.
In this study the girls vocalized more in between the songs and at the end
of the sessions. In order to enhance vocalization it is recommended to
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