Holistic Music Therapy and Rehabilitation Jennifer Townsend NMT, MT-BC Neurologic Music Therapist Music Therapist-Board Certified The National Flute Association August 15, 2009

From Social Science to Neuroscience  MT as a social science model is based on interpretations of the cultural role of music to provide facilitation for concepts of well being.  MT as a neuroscience model is based on how music perception and production engage the brain in ways that translate to non-musical learning and training.  Combined approach lends itself to a holistic model of practice. Using the music as an expression of self and allowing it’s power to energise, balance and harmonise.

How the Model Works  Similarities are found between musical and nonmusical behaviors  Research explores the effects of related music behaviors on non-music behaviors  Results serve as basis for clinical practice

Foundational Ideas  Music has been shown to alter mood, enhance memory, and promote creativity. Implications: music can play the role of motivator, reminding one of hope and possibility.  Research indicates that music, a time- based, structured form of input reorganizes synaptic connections Implications: music can be utilized to intentionally alter cognitive, affective, and motoric responses.

Music-Brain Connections  Rhythmic Entrainment physics phenomenon of resonance in which two oscillating bodies lock into phase so that they vibrate in harmony, synchronizing rhythms  Priming of auditory pathways refers to an increased sensitivity to certain stimuli due to prior experience. Because priming it believed to occur outside of conscious awareness, it is different from memory that relies on the direct retrieval of information.  Cueing of movement period a sensory signal used to identify experiences, facilitate memory, or organize responses.

In Practice…  Non-musical behaviors assessed  Music assessment is conducted  Non-musical interventions are shared through collaboration with team  Goals and objectives are established  Non-musical goals and interventions translated to musical interventions using research-based techniques  Music faded and learning transferred to therapeutic outcomes.

Patterned Sensory Enhancement  Uses the rhythmic, melodic, harmonic, and dynamic-acoustical patterns of music to provide temporal, spatial, and force cues to structure and regulate functional movements. The auditory-musical patterns or kinematic compositions are derived from translating all components of the kinematic patterns of the movement in space, time and force into sound patterns.

Therapeutic Applications  Spatial Cueing Pitch Sound Duration (articulation) Harmony  Temporal Cueing Tempo Meter Rhythmic Patterning Form

Therapeutic Applications continued  Force Cueing Loudness Timbre Tempo

Vocal Intonation Therapy  Techniques in VIT address issues in the rehab of voice disorders. Musical vocalization through singing, breathing, and other vocal control exercises, is directed at training all aspects of voice control.

Therapeutic Applications  Relaxation exercises of the head, neck, and upper trunk  Breathing exercises  Phonation exercises  Intonation and Singing exercises  Accompanying vocal exercises on an instrument provides time cues, support, regulation of tension and relaxation, and motivation.

Oral Motor and Respiratory Exercises  OMREX refers to the use of musical materials and exercises to enhance articulatory control and respiratory strength and function of the speech apparatus.  Research shows that rhythmic entrainment of respiratory function through music is possible.

Therapeutic Applications  Playing wind instruments such as flutes, recorder, or kazoos can strengthen and build awareness of the speech muscles at the same time it strengthens respiratory control and cardiopulmonary functions.  Other exercises may include sound production of different speech phonemes, vowels, and consonants.

Music Therapy Resources     Center for Biomedical Research in Music  Jennifer Townsend NMT, MT-BC