Client Communicative Acts and Therapist Prompts With and Without Aided Augmentative and Alternative Communication Systems

Gadberry, Anita L.

doi:10.1093/mtp/30.2.151

Cited by 6 publications

(6 citation statements)

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“…Additionally, students may have opportunities to choose songs, interventions, instruments, and goals to allow them to practice effective verbal or nonverbal communication skills, to exercise autonomy and control over their therapy experience, and to allow them a chance to express how they are feeling that day (Gadberry, 2012;LaGasse, 2014;Lee & McFerran, 2012;McFerran & Elefant, 2012;Stephenson, 2006;Thompson & McFerran, 2015). Special Education.…”

Section: Music Therapy and Selfdeterminationmentioning

confidence: 99%

“…For example, improvisation may provide opportunities for the student to musically express their emotions, have autonomy over how and what to play, and encourage social interaction between the therapist and student (Gadberry & Harrison, 2016; Graham, 2004; McFerran & Elefant, 2012; Stephenson, 2006). Additionally, students may have opportunities to choose songs, interventions, instruments, and goals to allow them to practice effective verbal or nonverbal communication skills, to exercise autonomy and control over their therapy experience, and to allow them a chance to express how they are feeling that day (Gadberry, 2012; LaGasse, 2014; Lee & McFerran, 2012; McFerran & Elefant, 2012; Stephenson, 2006; Thompson & McFerran, 2015).…”

Section: Collaboration Collaborative Teaming and Models Of Collaborationmentioning

confidence: 99%

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

McAfee

Cheek

Hensch

et al. 2022

TEACHING Exceptional Children

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Self-determination consists of essential skills for students with disabilities because it gives individuals the power to make decisions based on their own needs and desires. Self-determination includes areas such as choice-making, goal setting, and self-directed learning. Music therapy is a service that can be used to enhance self-determination for students within the educational setting. Through intentional collaboration, music therapists and special educators can bring together their expertise to promote self-determination in students with disabilities. As members of students’ Individualized Educational Programs (IEPs), both professionals are working towards the common interest of fulfilling individuals’ goals and needs. The authors of this manuscript outline and describe a three-step process for collaboration between music therapists and special educators to promote self-determination among students while also providing a vignette to demonstrate this practice.

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Section: Music Therapy and Selfdeterminationmentioning

confidence: 99%

Section: Collaboration Collaborative Teaming and Models Of Collaborationmentioning

confidence: 99%

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

McAfee

Cheek

Hensch

et al. 2022

TEACHING Exceptional Children

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“…Gadberry (2011) stated that AAC systems could model communication, promote choice making and thus provide benefits in communication. In a later study, the same author suggested that using AAC results in a higher frequency of a participant's intentional communicative acts and functions when compared to music therapy practice without the use of AAC (Gadberry, 2012).…”

Section: Music As Therapy and Music In Therapymentioning

confidence: 98%

What forms of communication did a music therapy student use in her work with high school students who have special needs, and why?

Curtain¹

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<p>This research project is aimed at answering the question: What forms of communication did a music therapy student use in her work with high school students who have special needs, and why? As communication is one of the primary goals for children with Autistic Spectrum Disorder (ASD) and other learning difficulties, (Gadberry 2011) I, as the music therapy student and researcher explored different forms of communication used in my practice and the reasoning behind them using Secondary Analysis of Data and Thematic Analysis. Forms of communication discussed include musical communication, social communication, direct instruction, gestures, key signs from New Zealand Sign Language, verbal communication, visual communication, technology and Augmentative and Alternative Communication systems, and combinations of each. The wide variety of reasons for my use of these forms of communication include, but are not limited to: supporting engagement, encouraging communication, promoting self-regulation, encouraging choice-making and turn-taking, supporting socialization and interaction and reinforcing behavioural messages. The research was informed by my clinical work on placement at a learning support centre for children with special needs at a high school. The concepts of music as therapy and music in therapy are explored in relation to music therapy work involving different forms of communication. My conclusions support the use of various forms of communication in music therapy in special needs education settings when aligned with a focus on music, improvisation and the individual participant.</p>

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“…Such intervention, especially in its early stages, will often require the communication partner (e.g. therapist, teacher, parent) to prompt the individual to respond (Gadberry, 2012).…”

Section: Prompting and Cueing In Aac Implementationmentioning

confidence: 99%

“…Such intervention, especially in its early stages, will often require the communication partner (e.g. therapist, teacher, parent) to prompt the individual to respond (Gadberry, 2012). Supporting such intentional communication, which requires joint attention and the involvement of a communication partner, is an essential component of AAC training.…”

Section: Prompting and Cueing In Aac Implementationmentioning

confidence: 99%

Help Me Chat: Eliciting Communicative Acts from Young Children Using Speech-Generating Devices

Hernandez-Cartaya¹

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Augmentative and alternative communication (AAC) is an evidence-based practice targeting the communication deficits of children with complex communication needs (CCN). While young children with communication disorders are attending preschool and using AAC, and specifically speech-generating devices (SGDs), with increasing frequency, best practices for implementation with this population are largely unexplored.

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Client Communicative Acts and Therapist Prompts With and Without Aided Augmentative and Alternative Communication Systems

Cited by 6 publications

References 0 publications

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

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

What forms of communication did a music therapy student use in her work with high school students who have special needs, and why?

Help Me Chat: Eliciting Communicative Acts from Young Children Using Speech-Generating Devices

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