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

curricula for young children with special needs, and for their typically developing peers.
Some attention has been given to evaluate the effectiveness of music therapy interventions in
Early Intervention / Early Childhood Special Education programs.
In a literature review related to early intervention and music therapy, Humpal (1990)
describes the appropriateness and implications for music therapy among young children with
disabilities, and suggests music therapy techniques to accomplish early intervention goals
within different domains. She also stresses that music therapy might be provided as a related
service to children with special needs and their families. In a more recent publication,
Warlick (2000), Director of the Office of Special Education and Rehabilitative Services in
the United States Department of Education, confirmed in a letter to Andrea H. Farbman
(Executive Director of the American Music Therapy Association, AMTA) the legal status of
music therapy under the U.S. legislation. This letter reflects that music therapy is recognized
as a related service under IDEA, but continues to be omitted from the written form of
legislation.
Davis first introduced a model for the integration of music therapy in daily classroom
routines for children with physical disabilities or language delays in an inclusive preschool
setting in 1990. As a contracting music therapist, her role involved consultation to teachers
regarding musical recourses and activities enhancing other therapist’s goals, and direct
services with individuals and small groups within and outside the classroom. In 2001, Davis
gave an extended description of the model design, incorporating a “hierarchical approach to
group music therapy intervention.” Based on child development theories and music therapy
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