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

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therapy assessment tools (e.g., Brunk & Coleman, 2000; Wigram, 2002), can be found in the
music therapy literature. A large body of research supports the positive impact of music on
the child’s development and quality of life. Music therapy can significantly enhance the
exceptional child’ cognitive/academic development (Campbell, 2000; Standley & Hughes,
1997; Register, 2001, Colwell & Murrless, 2002; Wolfe & Horn, 1993), physical
development (Galloway & Bean, 1974; Neugebauer, 2001), communication and language
development (Harding & Ballard, 1982; Horn, 1988; Hoskins, 1988; Edgerton, 1994),
emotional development (Crocker, 1968; Giles, Cogan & Cox, 1991; Hillard, 2001), and/or
social development (Krout, 1986; Jellison, Brooks, & Huck, 1984; Brownell, 2002). It
should be noted that music therapy never addresses only one area of the child’s development.
Music therapy interventions are unique in reaching the whole child in a developmentally
appropriate and holistic manner (Aldridge, Gustorff, & Neugebauer, 1995). An overview of
research publications especially addressing newborns to age three (early intervention) and
toddlers to school entry (early childhood special education) in various settings can be found
in Humpal’s (2001) “Annotated bibliography of music therapy articles related to young
children: from music therapy journals (1990-2000).” The following literature review focuses
on music therapy programs and studies conducted in inclusive preschool settings.
2.1.4.2. Music Therapy in Inclusive Childcare Programs
For more than a decade, music therapists in the U.S. have recognized the potential for
professional involvement in early childhood programs. Music activities designed for specific
therapeutic interventions and guidelines for applying and implementing interventions have
been proposed. Inclusion has been facilitated by creating developmentally appropriate