A Transdisciplinary Approach to Promoting Self-Determination: Collaboration Between Special Education Teachers and Music Therapists

McAfee, Anna Laura; Cheek, Aftynne E.; Hensch, Maddy; Stone, Lexi

doi:10.1177/00400599211068125

Cited by 1 publication

(5 citation statements)

References 23 publications

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“…Music therapists can provide direct services and interventions to clients while working within different collaborative team approaches such as in multidisciplinary, interdisciplinary or transdisciplinary approach (Johnson, 2002). Music therapists may also work with teachers and educators in the form of consultancy (Johnson, 2002;McAfee et al, 2022). The typical goal of music therapists when they provide consultative services to teachers is to develop their capacity for "support(ing) diverse learning needs" of students (Gillespie, 2018, p. 29).…”

Section: Educationmentioning

confidence: 99%

“…Music therapists are likely to work with teachers or educators because teachers are known for their "knowledge about special needs education and autism" (Li, 2018, p. 72). Teaching staff were also valued for having a holistic understanding, perspective and background of the children because they spend time with the students in the classrooms and beyond, and during their transitions in between activities (Brooks, 2017;Kern et al, 2007b;McAfee et al, 2022). In some instances where music therapists were not working full-time in schools, teachers became "central" to clients attending music therapy sessions by "forming a bridge" between music therapy sessions and other aspects of clients' school life (Bruce & High, 2011, p. 63).…”

Section: Educationmentioning

confidence: 99%

“…According to Brajša's concept of teams, teams are considered "successful" when teams are producing more output than the "sum of knowledge, capabilities and specialties of individual members" (Vodopivec & Hmelak, 2015, p. 1069. Furthermore, defining roles was also proposed to be the first step within a framework for collaboration between special educators and music therapists (McAfee et al, 2022). It could be inferred that definition of roles allows team members to communicate and advocate for their areas of expertise as well as to understand the purpose of each role (McAfee et al, 2022).…”

Section: Problem Identification and Purposementioning

confidence: 99%

“…Furthermore, defining roles was also proposed to be the first step within a framework for collaboration between special educators and music therapists (McAfee et al, 2022). It could be inferred that definition of roles allows team members to communicate and advocate for their areas of expertise as well as to understand the purpose of each role (McAfee et al, 2022). Therefore, a study dedicated to collaborative roles among music therapists and teachers would be a stepping stone to an understanding of how music therapists and educators may collaborate successfully.…”

Section: Problem Identification and Purposementioning

confidence: 99%

“…Literature about team work has highlighted that teams perform best when members have clearly defined roles (Belbin, 2010;Vodopivec & Hmelak, 2015). In collaborative teams, music therapists offer their perspectives on and experiences with evidence-based therapeutic interventions to meet with educators who also bring their experience in educational strategies as well as background knowledge of students (McAfee et al, 2022). Since music therapy is an allied health profession that provides services with specific goals in mind, having a comprehensive review of literature on how and why music therapists and educators collaborate can inform future professionals who may be considering collaboration.…”

Section: Introductionmentioning

confidence: 99%

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The collaborative roles of music therapists and teachers in working with children and adolescents with autism spectrum disorder : an integrative review of the literature

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Music therapists often work in collaboration with teachers or educators to promote the development of adaptive, cognitive, emotional, communication and social domains of children and adolescents with Autism Spectrum Disorder (ASD) in schools. Collaboration between music therapists and teachers involve the performance of various roles such as providing direct interventions and consultancy services. It is understood from studies that defining roles of team members contribute to successful team work. Therefore, a deeper understanding of how these two team members work together could inform professional development and enhance collaborative work. Yet, there is a lack of a comprehensive overview of how these professionals work together to benefit children and adolescents with ASD. As a result, this integrative review investigated the collaborative roles that music therapists and teachers perform when working with children and adolescents with ASD. In addition, this review also explored the goals, music interventions and titles used for the �interventions performed by music therapists and/or teachers to further understanding of the work associated with roles. A search was done with multiple databases, including ERIC, SCOPUS, and PubMed as well as journals such as Journal of Music Therapy, The Arts in Psychotherapy and Voices. This process resulted in the identification of 12 articles that described the collaboration of music therapists and teachers serving children and adolescents with ASD in schools. Analysis of the selected studies found that music therapists and teachers perform different and multiple roles during collaboration for various clinical and research purposes. The review also demonstrated that collaborative work targeted a range of goal domains, and a variety of interventions were utilised. Implications for future clinical practice as well as potential research directions were discussed.

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Section: Educationmentioning

confidence: 99%

Section: Educationmentioning

confidence: 99%