Tuning In
by Carol Affholder, Music Therapist (March 02)

One powerful way music is often used is for retention of information. Most children easily learn the rote memorization of the A,B,C's through the typical popular children's song. A variety of songs can be found to help learn math facts, naming the 50 states and a multitude of other "factual" information. This same type of approach can also be used within the arena of teaching routines and social cues. Music helps the child to remember the sequence of the steps and triggers the memory to assist in carrying out the content. Songs developed to focus on social situations can be as simples as a one-step direction:

(Tune: Here We Go Round the Mulberry Bush)
When I'm walking down the hall, down the hall, down the hall
When I'm walking down the hall, my hands are at my side.

This type of song allows for flexibility as well. The words "down the hall" could be substituted as "to the library" or a multitude of areas within the school. The target skill is to help the child keep his/her hands to the side, as opposed to touching a wall or other objects.

Another type of social cue song may be more involved but yet kept to a single concept. For example, a child was having difficulty following directions from the classroom teacher. This student would take her cues from the paraeducator, but not the teacher. The following song was developed to help her practice following directions:

(Tune: Yankee Doodle)
Time to listen to Mrs. Johnson, what will she say right now
Listen listen to her words (pause - read a cue card)
Now can you do it by yourself?

A picture of the teacher with a speech bubble was put on one side of a folder. During the pause of the song the student read the teacher's words. At the end of the song she was to pair the spoken verbal direction with a photo of the student carrying out the action. Over time the student has been able to carry out targeted directions with much less prompting from the paraeducator.

More elaborate songs can be created for those students who need a more involved description. The following is a social story, put to song. The student was having difficulty recognizing the cues for stopping recess time and lining up with his classmates. The following example was put into print, supported by visuals where appropriate.

(Tune: On Top of Old Smokey)
When I go to recess, all the kids play
We line up, go outside, 3 times a day

I climb on the monkey bars or sometimes go slide
There's lots of choices when playing outside

When playing with friends my hands and my feet
Stay to myself or a teacher I'll meet

When recess is over the whistle will blow
We line up together, it's time to go

Then Mrs. White will come take a look
It's time for a sticker, to put in my book.

The best part about using songs is they can be tailored to individual children's styles and tastes. A child's attention can be "hooked" and held to better practice the desired information. Give it a try!

"Tuning In" Music Links

• American Music Therapy Association
• Prelude Music Therapy