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

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routine. Jacky was able to get Phillip’s attention easily. She was consistent, insistent, and
direct in her actions, but also in singing and playing the song. She was able to follow
Phillip’s lead or redirect him to the song activity, when he was distracted. Justin had the
same qualities, but was not flexible in following Phillip’s lead and got distracted when
Phillip did not follow the developed Music Hut routine. In these situations, Justin needed the
teacher’s guidance. Justin’s behavior is characteristic of the restricted and repetitive
behavior of autism (American Psychiatric Association, 2000; Dawson & Osterling, 1997;
National Research Council, 2001). As a result, the teacher never fully withdrew her support.
The following array of observations is also worth noting. Phillip frequently initiated
playing the instruments in the Music Hut. Phillip learned to observe, listen and imitate
playing the musical instruments. He also learned to wait for his turn to play. For example,
he often smiled happily and waited for Justin to hand him over the drumstick for his turn. In
addition, Phillip improved his language and communication skills. For example, sometimes
he initiated dancing by taking Justin’s hand or signing “dance.” Phillip also started to request
the song by singing the song’s opening line “I want.” When his teacher paused in singing, he
filled in longer phrases of the lyrics as well as names of peers or his name. Phillip used
appropriate body contact when tickling or hugging each other as a good-bye gesture. Phillip
also used sign language in combination with words for “All done!” “Good-bye!” and “Thank
you!” to end playing together in the Music Hut.
It should also be noted that other peers on the playground, particularly those with
special needs, came forward to participate in the teacher-mediated intervention, too. Phillip’s