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

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1991) was given to her prior the study. No sophisticated song following the single steps of
toileting was found.
At the time of the study, cleaning-up at different times throughout the childcare day
was also a readily familiar routine for Andy. He started to clean up his toys / materials, when
the already familiar, pre-composed cleaning-up song was sung to him. If the teacher did not
sing, he did not engage in cleaning-up, or he demonstrated inappropriate behaviors when
assisted to complete the task.
Classroom Teacher. Andy’s lead teacher participated in this study. She had
bachelor’s degree, was certified in Early Childhood Education, and had taught young
children for 3 years. She had also participated in a continuity of care study for three years,
meaning all children, except Andy, had been in her classroom since infancy. The teacher had
no prior experience with music therapy interventions. She participated in the study based on
her schedule and classroom activities (i.e., teachers’ start times are staggered so that the
entire childcare day has coverage).
Classroom Peers. In addition to the target child, there were six other children who
were enrolled in the classroom. The classroom peers were between two and three years of
age. Peers included both males and females from different ethnic groups. Four of the
children were typically developing and one of the classroom peers had Pfeiffers Syndrome.
The classroom peers were not part of the study, but participated in the described multiple-
step tasks simultaneously as part of the classroom routine.