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

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The following continuum of six models of service delivery within a childcare setting, from
most segregated to the most integrated, was defined by McWilliam and colleagues
(McWilliam, 1995, 1996; Scott, McWilliam, & Mayhew, 1999):
• Individual pull-out. The focal child is removed from the classroom to a separate
location and the therapy focuses directly on the child’s functioning. Teachers provide
information before the session and receive information afterwards.
• Small-group pull-out. In addition to the focal child, one to six peers with and/or
without disabilities are taken out of the classroom for a group session. The therapy
focuses directly on the functioning of the focal child or children with special needs.
Teachers decide which peers will participate, and provide information before the
session and receive information afterwards.
• One-to-one in classroom. Therapy is provided to the focal child in the classroom, but
separated from her/his peers and ongoing classroom activities. The therapy focuses
directly on the child’s functioning. This approach is used primarily for assessment or
experimentation with new interventions or equipment, with the expectation that it
might later be incorporated into classroom routines and activities. It is distinct from
individual within routines, because the child is actively removed from ongoing
activities. Peers might be present, but not involved in, the therapy. The teachers
involve the other children and keep them from disrupting the therapy. Teachers
watch the therapy session, providing and receiving information after the session.
• Group Activity. The group therapy approach includes the focal child and peers with
and without disabilities within the classroom routine. The therapy focuses on social
skills of all children and emphasizes focal child’s needs. The teachers participate in