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Meaningful Day Services, Inc. is proud to offer a resource book of
therapeutic songs and procedures that will provide caregivers,
therapists, special educators, and other professionals with music
interventions to support independence. These music interventions can
be used by anyone to provide a creative approach for training life-
skills and functional goals. The specific goal areas addressed in this
book include: cognition, communication, social skills, daily living
skills, affective/emotional, and behavior. We have put this book
together so that any and all disciplines can utilize this resource.
The Multi-Disciplinary Musical Effects
Music interventions can improve skills across a broad spectrum of
domains. The songs in Meaningful Music are designed to address
each of the goal areas listed below.
Cognition: Because music is processed in both hemispheres of the
brain it can stimulate cognitive functioning. Music provides concrete,
multi-sensory stimulation. In addition, recent research indicates that
listening to music increases levels of dopamine in the brain, a
neurotransmitter responsible for many important functions, including
learning (Menon & Levitin, 2005).
Communication: The human being’s ability to connect with the
rhythm, pitch, and melody of music can be thought of as an innate
characteristic. Because of the melodic and rhythmic nature of speech,
music can facilitate and/or remediate communication skills, such as
initiation, interaction, vocalization, turn taking, and eye contact
(Duffy & Fuller, 2000). As a form of expression, music can also
facilitate communication for individuals with both verbal and non-
verbal language abilities.
Social Skills: Music can be considered a “universal language” that
can create connections between people and the environment. The non-
threatening setting created by music can help to develop relationships
and foster expression, regardless of a person’s abilities or disabilities.
Daily Living/Safety Skills: While music is obviously an auditory
activity, the kinesthetic, visual, and tactile modalities can be activated
through clapping, dancing, and instrument playing. By stimulating
the senses through active music making experiences brain
development is more likely to occur (Yoon, 2000). These music
experiences can be designed to help an individual learn or reinforce
necessary skills of daily living and safety awareness to increase his or
her independence.
Affective/Emotional: The involvement in music for those who have
developmental disabilities stirs changes in emotion and mood and
reduces physiological tension (Baker & Wigram, 2004). Scheufele
(2000) suggests that music-facilitated relaxation interventions
revealed a reduction in heart rate and other physiological stress
indicators.
Behavior: Problem behaviors are often the result of deficits in the
previously mentioned skill areas. An individual who has not learned
effective ways to get his or her needs met will use methods that are
not effective and offensive to others. In contrast, people who can
communicate their needs, interact successfully with others, and
independently perform self-help skills may feel more confident and
better able to handle his or her environment. Care providers and
therapists can make learning these skills enjoyable with the use of
music. Music interventions can also be used to facilitate coping
strategies to handle situations that confront individuals.
The music therapy department of Meaningful Day Services is
committed to exceeding our client’s expectations through offering a
variety of community-based services. Two of these services which
allow clients to perform and showcase their musical strengths are
community drum circles and concerts. We seek every opportunity to
train functional goals within the community, including homes,
school, therapy centers, adult day service centers, and places of
employment. We value community-based training as therapy is most
quickly transferred when goals are trained in their natural
environment. Music therapists at Meaningful Day Services are
committed to providing quality hands-on services that enhance and
improve the independence of each unique individual.
This book was compiled through a joint effort by the consultants and
therapists in our company. While the music therapists composed the
songs and procedures, input was sought from the other disciplines for
feedback and suggestions from their professional perspective. This
group endeavor proved to be collaboration at its best.
The Meaningful Music Songbook is available online for 29.95 USD,
plus sales tax and S&H. Orders are handled through Paypal.
References
American Music Therapy Association 2004, Music Therapy Makes a Difference. (n.
d.). What is Music Therapy? Retrieved August 28, 2007, from http://www.
musictherapy.org/
Baker, F., & Wigram, T. (2004). Finding climax and cadence in the uninflected voice.
Music Therapy Perspectives, 22, 4-10.
Boxhill, E. (1985). Music therapy for the developmentally disabled. Austin, Texas: Pro-
Ed.
Duffy, B., & Fuller, R. (2000). Role of music therapy in social skills development in
children with moderate intellectual disability. Journal of Applied Research in
Intellectual Disabilities, 13, 77-89.
Menon, V., & Levitin, D. (2005). The rewards of music listening: Response and
physiological connectivity of the mesolimbic system. NeuroImage, 28(1), 175-184.
Scheufele, P. (2000). Effects of progressive muscle relaxation and classical music on
measurements of attention, relaxation, and stress responses. Journal of Behavioral
Medicine, 23(2), 207-228.
Yoon, J. N. (2000). Music in the classroom: It’s influence on children’s brain
development, academic performance, and practical life skills. Unpublished master’s
thesis, Biola Univeristy, La Mirada, California.
therapeutic songs and procedures that will provide caregivers,
therapists, special educators, and other professionals with music
interventions to support independence. These music interventions can
be used by anyone to provide a creative approach for training life-
skills and functional goals. The specific goal areas addressed in this
book include: cognition, communication, social skills, daily living
skills, affective/emotional, and behavior. We have put this book
together so that any and all disciplines can utilize this resource.
The Multi-Disciplinary Musical Effects
Music interventions can improve skills across a broad spectrum of
domains. The songs in Meaningful Music are designed to address
each of the goal areas listed below.
Cognition: Because music is processed in both hemispheres of the
brain it can stimulate cognitive functioning. Music provides concrete,
multi-sensory stimulation. In addition, recent research indicates that
listening to music increases levels of dopamine in the brain, a
neurotransmitter responsible for many important functions, including
learning (Menon & Levitin, 2005).
Communication: The human being’s ability to connect with the
rhythm, pitch, and melody of music can be thought of as an innate
characteristic. Because of the melodic and rhythmic nature of speech,
music can facilitate and/or remediate communication skills, such as
initiation, interaction, vocalization, turn taking, and eye contact
(Duffy & Fuller, 2000). As a form of expression, music can also
facilitate communication for individuals with both verbal and non-
verbal language abilities.
Social Skills: Music can be considered a “universal language” that
can create connections between people and the environment. The non-
threatening setting created by music can help to develop relationships
and foster expression, regardless of a person’s abilities or disabilities.
Daily Living/Safety Skills: While music is obviously an auditory
activity, the kinesthetic, visual, and tactile modalities can be activated
through clapping, dancing, and instrument playing. By stimulating
the senses through active music making experiences brain
development is more likely to occur (Yoon, 2000). These music
experiences can be designed to help an individual learn or reinforce
necessary skills of daily living and safety awareness to increase his or
her independence.
Affective/Emotional: The involvement in music for those who have
developmental disabilities stirs changes in emotion and mood and
reduces physiological tension (Baker & Wigram, 2004). Scheufele
(2000) suggests that music-facilitated relaxation interventions
revealed a reduction in heart rate and other physiological stress
indicators.
Behavior: Problem behaviors are often the result of deficits in the
previously mentioned skill areas. An individual who has not learned
effective ways to get his or her needs met will use methods that are
not effective and offensive to others. In contrast, people who can
communicate their needs, interact successfully with others, and
independently perform self-help skills may feel more confident and
better able to handle his or her environment. Care providers and
therapists can make learning these skills enjoyable with the use of
music. Music interventions can also be used to facilitate coping
strategies to handle situations that confront individuals.
The music therapy department of Meaningful Day Services is
committed to exceeding our client’s expectations through offering a
variety of community-based services. Two of these services which
allow clients to perform and showcase their musical strengths are
community drum circles and concerts. We seek every opportunity to
train functional goals within the community, including homes,
school, therapy centers, adult day service centers, and places of
employment. We value community-based training as therapy is most
quickly transferred when goals are trained in their natural
environment. Music therapists at Meaningful Day Services are
committed to providing quality hands-on services that enhance and
improve the independence of each unique individual.
This book was compiled through a joint effort by the consultants and
therapists in our company. While the music therapists composed the
songs and procedures, input was sought from the other disciplines for
feedback and suggestions from their professional perspective. This
group endeavor proved to be collaboration at its best.
The Meaningful Music Songbook is available online for 29.95 USD,
plus sales tax and S&H. Orders are handled through Paypal.
References
American Music Therapy Association 2004, Music Therapy Makes a Difference. (n.
d.). What is Music Therapy? Retrieved August 28, 2007, from http://www.
musictherapy.org/
Baker, F., & Wigram, T. (2004). Finding climax and cadence in the uninflected voice.
Music Therapy Perspectives, 22, 4-10.
Boxhill, E. (1985). Music therapy for the developmentally disabled. Austin, Texas: Pro-
Ed.
Duffy, B., & Fuller, R. (2000). Role of music therapy in social skills development in
children with moderate intellectual disability. Journal of Applied Research in
Intellectual Disabilities, 13, 77-89.
Menon, V., & Levitin, D. (2005). The rewards of music listening: Response and
physiological connectivity of the mesolimbic system. NeuroImage, 28(1), 175-184.
Scheufele, P. (2000). Effects of progressive muscle relaxation and classical music on
measurements of attention, relaxation, and stress responses. Journal of Behavioral
Medicine, 23(2), 207-228.
Yoon, J. N. (2000). Music in the classroom: It’s influence on children’s brain
development, academic performance, and practical life skills. Unpublished master’s
thesis, Biola Univeristy, La Mirada, California.
