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

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information with functional language. Phillip showed anger and frustration by vocalizing
loudly, and happiness and joy by laughing, giggling and acting silly. He received
speech/language and occupational therapy as well as special education services while in the
classroom, and engaged in a specially designed home program. Phillip had a positive social
relationship with adults unless he was asked to do a non-preferred activity.
Phillip showed interest in his peers indoors as well as outdoors, but did not always
know how to approach them appropriately. At times he became physically rough with peers
as play progressed and peers assigned to give him a negative role or were afraid of him. He
most often engaged in behaviors such as wandering aimlessly, flapping his arms, spinning a
leaf or stick, sitting on a bench, or observing peers unless adults involved him in meaningful
activities (e.g., riding a tricycle).
Phillip responded well to singing, dancing and musical activities. His teachers used
drumming as a reward for completing difficult tasks during classroom routines.
Rhythmically based music seemed to capture his attention often.
Video Excerpt 6.3. Video collage of Phillip’s typical playground behaviors
during baseline condition.
Subject 4. Lucas was a 3-year, 9-month-old African-American
boy, enrolled in the childcare program for 25 months prior to this
study. Lucas was a happy and energetic child. However, he was