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

Task #1: Hand-washing. The already established and familiar routine for hand-
washing was kept and extended. As prior to the study, the subject was prompted with a
bottle of soap, accompanied by his teacher singing to him “ wash, wash, wash your hands,
wash your hands right now, lalala lalala lalala la, wash your hands right now,” as
demonstrated in Audio Excerpt 5.1. The subject transitioned to hand-washing by walking to
the sink. The experimental session started as soon as the subject climbed up the stepping
stool to reach the sink and was ready to manipulate the handle to turn the water on. The
teacher started to sing about the first step of the hand-washing procedure which was: “Turn,
turn, turn it on, turn the water on, lalala lalala lalala la, turn the water on.” As the song
proceeded, the teacher sang about the next steps of hand-washing, which was wet one’s
hands (step 2), get the soap (step 3), wash one’s hands (step 4), rinse the soap off (step 5),
turn the water off (step 6) and dry one’s hands (step7). For step 4, the words remained the
same as in the routine established prior to the study.
Task #2: Toilet training. The teachers and parents used the scheduled method and
structured teaching principles to toilet-train Andy. The song “Let’s go potty” was used as a
structural prompt to signal each step of the toileting routine. Since task #2 was a fairly new
to Andy, and since an established routine had been never introduced to him before, the
transition to the bathroom was included in the intervention. The experimental session started
as soon as the subject was prompted with a diaper accompanied by his teacher singing to him
“(Teacher’s name) brings the diaper, what does this mean …” as demonstrated in Audio
Excerpt 5.2. The subject got up (step 1) and transitioned to the bathroom (step 2). Thus, as
the song proceeded, so too did the further steps of the toileting routine. The next steps of
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