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MUSIC, EARLY INTERVENTION AND SPECIAL NEEDS: PERSPECTIVES ON HABILITATION, EDUCATION, SENSORY PROCESSING AND WELLBEING INAUGURAL SPECIAL EDUCATION MUSIC THERAPY CONFERENCE SEPTEMBER 3 & 5, 2016 ACADEMIA, (SGH Campus)
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SINGAPORE
SGMT16 INVITED GUESTS
Keynotes Dr. Petra Kern is the owner of Music Therapy Consulting and adjunct Associate Professor at the University of Louisville, USA. Her award-winning research on Autism Spectrum Disorder and inclusion conducted at UNC at Chapel Hill has been published in prestigious journals. A former President of the World Federation of Music Therapy (WFMT) and recipient of the 2014 WFMT Service Award, Dr. Kern continues to serve as editor-in-chief of imagine, the Board of Directors of the Certification Board of Music Therapy (CBMT) and sits on various committees while being an active international speaker and guest lecturer. SEPTEMBER 3, 2016 : 0930-1030 hrs
Dr. Amelia Oldfield is a well-known and prestigious music therapist who has published six books and presented more than 13 keynote speeches. She works at the Croft Unit for Child and Family Psychiatry and at the Child Development Centre, Addenbrookes. She also lectures at Anglia Ruskin University, where she co-initiated the MA Music Therapy Training. Her research interests are with music therapy and families, Children with autism, the use of orchestral instruments in therapy and combining music therapy and drama therapy SEPTEMBER 5, 2016 : 1330 - 1430 hrs
Vicky Abad is a Registered Music T h e r a p i s t , A c a d e m i c , R e s e a rc h e r, Business Owner and mother. She is Managing Director of Boppin' Babies, a company that provides music early learning, music therapy, and music education to families and children around Australia, and works at the University of Queensland as a researcher and lecturer. She is the Founding Director of the largest early intervention music therapy program in Australia, Sing & Grow. Vicky has extensive national and international clinical experience in paediatric and early intervention music therapy and has lectured in Australia and overseas on music therapy and music early learning. SEPTEMBER 5, 2016 : 0930 -1030 hrs
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Early Childhood Music Therapy Supporting Children and Families Worldwide
SATURDAY, SEPT 3 0930 - 1030 hrs
What is early childhood music therapy?
Does it help my child with disabilities?
What happens In a music therapy session?
What costs and time commitments are involved for this therapeutic service?
Is this for all children and families in our daycare centre?
These are just a few questions families, educators, counsellors, allied healthcare professionals, administrators and policy makers worldwide may ask.
This keynote address answers these questions by spotlighting snapshots of music therapy practice from around the world. You will learn about:
• Demographics from the imagine 'color of us' series
• Research-based benefits of early childhood music therapy?
• The therapeutic process in eluding individual and group sessions
Resources: Various articles published in the imagine.magazine. Available at www.imagine.musictherapy.biz
• Various service and reimbursement options, and
• Inclusion practice and collaboration.
Participants will be encouraged to jot down their remaining questions for the Q&A panel on Saturday afternoon. Valuable resources such as exclusive articles, handouts, checklists, or podcasts published in the imagine.magazine, will be cited. Attendees can expect an interactive presentation including video and audio examples.
SGMT16 KEYNOTE I
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Experience of new graduates: Working with special populations in Singapore Dawn Chik, Michelle Low
Day 1
1100 1200
New graduate music therapists who received their clinical training overseas will share on their work experiences serving children with developmental and physical disabilities in special education school- and medical settings in Singapore. The experience of working with foreign domestic helpers and/or grandparents as primary caregivers, and the society’s emphasis on addressing academic goals in therapeutic work are common challenging encounters experienced by new music therapy graduates in their clinical work. Music therapists working in special schools also find themselves working in a ‘transdisciplinary’ approach within an Individualized Education Plan (IEP) team comprising of allied health professionals, educators and parents. This model of working has facilitated the deepening of knowledge and skills development within the IEP team members. Besides looking at how music therapists serve children with disabilities in schools, we will also look into the process and experiences of how music therapists in medical settings support and help children with Hearing Impairment (HI) assimilate into mainstream schools. The habilitation process through music therapy interventions is important and fundamental in enabling children with HI to use their devices effectively so as to integrate into their school and community.
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Day 1 1300 1400
Overview of the Singapore SPED Music therapy landscape Loi Wei Ming This presentation seeks to give an overview of the Special Education (SPED) scene in Singapore, specifically the music therapy scene. It covers the change in music therapists’ involvement in the schools and early intervention centres over the years and highlights trends of development. Case studies from local SPED music therapists will also be also be showcased.
Music therapy for teenagers with autism: Two cases 1400 1410
Clara Chong Two cases of teenagers on the spectrum and their different responses to music will be discussed. The functional goals of music therapy are to facilitate the community integration of these individuals. Their preferences, needs, and feelings are respected in the music therapy sessions.
Outpatient music therapy for children with hearing impairments Evelyn Lee, Michelle Low
1410 1430
This presentation will showcase the outpatient music therapy services offered at the Singapore General Hospital. The programme goals for habilitation and referral services will be presented, together with services offered for organizations and special schools.
Special Feature: Transitioning from 1-1 to group Dr. Amelia Oldfield 1430 1500
A case-study will be presented about the decision-making process and facilitation that enabled the successful transition from individual work to group music therapy setting.
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Day 1
1530 1615
Efficacy of Music for Improving Language in Children with Special Needs Tan Han Lin Louisa, Loi Wei Ming
Background: Locally, the wide range of therapy settings and increasing number of children with special needs demand more cost and time-effective service delivery. Music’s efficacy for improving language has been shown across ages and diagnoses, but research on children with special needs excluding Autism Spectrum Disorder remains sparse. The aim of this research was to determine the efficacy of music in improving language in children with special needs, and the generalizability of therapy effects. Method: 25 children (7 to 12 years) were split into three groups – A, B and control. A cross-over design with direct therapy (storytelling) with or without music, and indirect therapy was applied with two therapy phases lasting 6 weeks each. Therapy targeted three prepositions in each phase. Baseline language abilities were assessed, with re-assessment after each phase. Results: Introduction of music in therapy led to significantly greater improvement (p=.046, r=.53) in associated language abilities, with case studies showing greater effectiveness in developmentally appropriate target prepositions. However, improvements were not maintained once direct therapy ceased. Conclusion: Incorporation of music could lead to greater efficiency and effectiveness of language therapy in children with special needs, but the sustainability and generalizability of therapy effects both require further exploration.
Music Therapy with a Cerebral Palsy Client: An Action Research Sun Sun Yap
This presentation introduces the study, “Journey to find a voice for Lucy” to determine if and how music therapy interventions can help an 18 year old client with spastic quadriplegic and severe dysarthria to learn to make a wider range of sounds.
1630 1715
The study was done in the framework of Action Research over a period of 3 months, included 18 individual sessions with the CP client and involved the presence of one parent during the sessions. Music therapy interventions such as receptive techniques, playing musical instruments, games, singing songs (both pre-existing and specially composed ones) were applied. Data sources included: videos, protocols, notes, feedback, and reflections of client’s parents and peer supervisor. All data was combined and analysed in three categories: Pitch Control and Variation, Articulation, Tone Duration and Duration Control. The researcher’s analysis and experts’ evaluations showed observable improvements in these categories. Unexpected results were also observed and presented. Since the client had no previous experience with singing songs or speech, the researcher proposed the possibility that the client laid new neural networks in brain regions that were not designed for speech. It is hoped that the present work can be continued and expanded with more cases. 6
DAY 2 - Registration begins at 0845 hrs
MONDAY, SEPT 5, 0930 - 1030 hrs
Music Therapy in Early Intervention and SPED in Australia: Looking backward and forward Music therapy has a rich and proud history in Australia working with people across the lifespan and in a range of clinical settings, including special education. This paper will present overview of music therapy in Australia, including special education settings. The paper will then reflect the current day practice in Australia that has seen a broadening in focus from treatment for the child to prevention, intervention and treatment for families who have a range of needs including social and emotional needs as well as the more traditionally recognized educational needs. The current modern day parenting practice of enrolling children in formal music programs will also be explored and how this can be levered in a positive way to improve future family wellbeing will be explained. The role of the music therapist to support this process will be clearly defined.
SGMT16 KEYNOTE II
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The inclusion of the family members as primary carers in music therapy sessions with their children in a special education centre Pornpan Kaenampornpan
Day 2
Children with special needs require their families’ special care and understanding in order to nurture the children’s wellbeing and develop their life skills. Including the parents in music therapy sessions with their children has a positive impact on both the children and the parents. The family can experience a positive time with their child and also discover new ways of looking at their child. In addition, some families find some techniques of employing music beneficial to use themselves at home. As a result, music therapy is also improving the quality of life at home for the family.
1100 1200
This paper will present findings from a qualitative PhD investigation, which used Interpretative Phenomenological Analysis (IPA) to evaluate data collected from interviews with families receiving music therapy. The findings will focus on changes in the children who participated in the music therapy sessions the effects of including family members in the music therapy sessions and how the music was employed in the home environment. This paper will also explore the families’ and my roles in the music therapy process. Approaches and challenges of providing music therapy with families in a special education centre in Thailand will be discussed.
Thank You!
Our Venue Partner:
The SGMT16 conference bag was kindly sponsored by: 8
MONDAY, SEPT 5, 1330 - 1430 hrs
36 years as a music therapist with children and their families in the UK: Lessons learnt and suggestions for the future This presentation will start with a quick history of music therapy in the UK including how the profession has developed, and how it has become established and nationally recognized. Music therapy as practiced by the author will then be defined and put into the context of music therapy in the UK as well as briefly compared with approaches in other countries where the author has taught, such as France, Germany and the Finland. Various DVD examples of the author’s music therapy practice will be shown which will serve to highlight the particularities of her music therapy approach and how this has changed over her 36 years of practice. Reference will be made both to the author’s research investigations and other recent research in music therapy which may inform or shape future music therapy practice with children and families. Finally, the author will reflect on what lessons may be learnt from a lifetime of music therapy practice in the UK, and some suggestions for the future will be made.
SGMT16 KEYNOTE III
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Music Therapy with At-Risk Youth Ng Wang Feng
Day 2
This presentation features a retrospective local perspective covering five years (between 2006 and 2011) of a music therapy programme with at-risk youth. The process of music therapy, goals, progress, and some session material of a choir at a voluntary welfare organization, Beyond Social Services, will be covered.
1500 1530
When Music Speaks: The roles of Music Therapy and Music Learning in Special Education Jane Tan An-Qi Music engages. Music speaks. Music works.
Day 2
Music has long been recognized as an art form which engages the individual in his/her entirety. It is a beautiful phenomenon, which is invisible to the eye, yet beckoning to the person’s heart and mind. Music, has thus been harnessed as a modality that supports the development in children be it through therapeutic and/or music educative means.
1530 1630
This session will discuss, through some hands on musicing and viewing of videos, the distinction between music therapy and music learning as well as their respective roles in the area of Special Education.
1630 1730
CONFERENCE WRAPUP - PANEL DISCUSSION/ Q&A “From early intervention to advocacy: Meeting stakeholders’ expectations” Dr. Petra Kern, Dr. Amelia Oldfield, Vicky Abad
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Ms. DAWN CHIK, MT-BC, is currently working at Rainbow Centre – Yishun Park School, serving children and adolescents with moderate to severe developmental disabilities. Dawn received her Bachelor’s degree from Montclair State University and completed her internship at Langley Porter’s Psychiatric Institute and UCSF’s Benioff Children’s Hospital. In her free time, she enjoys hiking and going on long walks.
Dr. PORNPAN KAENAMPORNPAN graduated from Anglia Ruskin University with a PhD in Music therapy in 2015 and has studied extensively about the roles of families in music therapy.
Ms. CLARA CHONG is the music therapist at St Andrews Community Hospital. she has 11 years of experience working with children on the spectrum aged 8 to 40, with moderate to severe autism.
Ms. JANE TAN AN-QI, MT-BC, is a qualified Music Therapist, and an Orff-Schulwerk Certified Music Educator. She graduated from the University of Birmingham with BMus(Hons). Following which, she served as an education officer in a secondary school and later, the Arts Education Branch in the Ministry of Education. Believing that Music impacts a person on a deeper level, she pursued her Masters in Music Therapy at New York University. During her training, she worked with children coping with special needs, patients at Memorial-Sloan Kettering Cancer Center and Bronx Psychiatric Center. She also volunteered at the Nordoff-Robbins Centre for Music Therapy at the university. Jane is currently working with both the elderly and children through both Music Therapy and Music Education. She sees the value of music and seeks continually to serve in these areas.
S P E A K E R S
Ms. EVELYN LEE, RMT, graduated from the University of Melbourne with a Master’s degree in music therapy. Prior to joining the Music and Creative Therapy Unit at the Singapore General Hospital, she worked in the community setting with children with special needs and older adults. She is the current President of the Association for Music Therapy, Singapore.
Ms LOI WEI MING, HCPC Arts Therapist, is the Senior Music Therapist cum Manager, Allied Professional Services at Rainbow Centre. She has 9 years of experience working with special needs students with multiple disabilities as well as autism from the age of 0-18.
Ms. MICHELLE LOW, MT-BC, is an American Board-Certified Music Therapist. She joined the Singapore General Hospital after her internship stint in the United States. She is currently serving as Secretary for the Association for Music Therapy Singapore. 11
Ms. NG WANG FENG, MMT, MT-BC, is a board-certified music therapist with a Master of Music Therapy (Temple University, USA). She is currently working at St. Andrew's Community Hospital and lectures part-time at the Nanyang Academy of Fine Arts. She is also the founding President of the Association for Music Therapy, Singapore, and a professional member of the American Music Therapy Association.
Ms. LOUISA TAN is finishing up her Masters of Science (Speech and Language Pathology) at NUS.
Ms. SUN SUN YAP is a Full Time Music Therapist at Neurorehabilitation Zentrum Kittsee, Austria who is working on her Master of Science in Music Therapy at the IMC University of Applied Science in Krems, Austria.
SGMT16 Organizing Committee Co-chairs: Melanie Kwan, Loi Wei Ming Committee Members: Dawn Chik Jacqueline Chow Kathryn Doyle Eta Lauw Evelyn Lee Michelle Low Ng Wang Feng
Conference blog - https://sgmt2016.blogspot.sg
For more information about SGMT events, please email sgmt.symposium@gmail.com
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S P E A K E R S
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