Using a Music Therapy Collaborative Consultative Approach - World ...

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(2) Unique song composed for each target subject. The songs were individualized
and matched each subject’s temperament and the demands of the morning greeting routine
musically. The intention of both songs was to ease the transition from home to school, to
increase the target children’s independent performance during the morning greeting routine,
and to support their interaction with peers. The greeting routine, developed by an
interdisciplinary team (i.e., classroom teachers, a special educator, and a music therapist),
was similar to the greeting procedure used by the target children’s classmates. The form and
lyrics of the “Song for Phillip” and “Song for Ben” focused on each step of the routine and
were incorporated composed as follows:
1. The teacher/peers greet the target child.
2. The target child greets a person (teacher or peer) in the classroom.
3. The target child greets a second person (teacher or peer) in the classroom.
4. The target child says “good-bye” to the caregiver and the caregiver leaves the
classroom.
5. The target child engages with a toy or material found in the classroom.
The five described steps are presented in a musical AAABA form and the lyrics as
outlined in Figure 4.2 and 4.3. The A parts reflect steps 1., 2., 3., and 5 as the procedure
happening in the classroom. Part B reflects step 4., the “good-bye” part, where the melody
and mood of the song change in order to emphasis the detachment from the caregiver. Step 5
(the last verse) encourages the target children to engage and settle into a play activity. Social
interaction is supported by greeting at least two peers as the song proceeded, and by handing