Part 3: Eliciting Speech

Back to my mantra: watch the child. Let the child direct and the therapist/parent/teacher support. Even if they child is not giving sound, one can support movement or even breathing with sound. Repeated sound, as I had spoken about in the previous blog (, sometimes gives structure to a child’s irrelevant, chaotic, seemingly impulsive behavior…. Read more »

Speech Series, Part 2; Where to Start: Control of Oral Movements

How does one go about exercising getting a child to exercise those oral muscles? Like everything else, start where the child is. The first response one may say is,”Where he is? He doesn’t do anything. He doesn’t even look at me.” As mentioned in the last blog, precursors to speech are attentiveness, eye contact,… Read more »

5 Part Series – Music and Speech

Why does music make speech so accessible? Why are there so many stories about nonverbal clients (aphasic, apraxic, stroke victims, autistic, etc.) singing when they can’t speak a word? Why is Music Therapy so valuable to those who have difficulty with spoken language? Why is Music Therapy such a value to the autistic community? Although… Read more »

Part Five: Music Therapy, Bringing to Form Functional Skills

Functional skill level is ready to begin after, after, after the client has achieved some organization and self-regulation ability. If we haven’t learned yet that trying to stop that “stimming” isn’t going too far, we better go back to the beginning. We have to do something about the need for the “stimming” first. My last… Read more »

Part 4: Achieving Self-Regulation

I have written about self-regulation several times and have given a couple of visual examples on video. This week in my series on Music Therapy I hope to connect some of the dots. I have often talked in my newsletters about the humanistic approach in which I believe wholeheartedly. Although Music Therapy is “evidence-based”, I… Read more »

Part 3: Music, the Organizing Tool

The last two weeks I have talked about music therapy and attentiveness to our clients. Today I want to expand and talk about the results of these combined subjects, mainly the organization they help our clients to develop. As we promote music therapy as a nonthreatening medium, we often talk about how the qualities of… Read more »

Autism; The Key to Self Regulation and Engagement

This week, I continued my thoughts from last week; to Support What is Given and Give Structure. Previously, I had trouble with my client “Frank”, staying engaged and wanting to leave the room. In my anxiety about this, I continually kept presenting new material to “Frank.” Last week’s blog ( presented a video clip of… Read more »

Support What Is Given , Then Give It Structure

I have written on “The Importance of Giving Processing It’s Own Time” , but this week one particular example displayed a reason I had not yet considered. I have 2 severely autistic clients that are brothers. The younger “Eddie” appears to have slightly more difficulty with sensory issues. When he gets frustrated, it is… Read more »