Chit Chat in B Flat

1. Chit Chat in B Flat A Joint Music Therapy and Speech and Language Therapy Group Elinor Everitt and Alison Webb alisongail.webb@virgin.net

2. Introduction • This was a group for 4 AAC users which we ran during the academic year 2007-8, in a Special School for children with severe learning difficulties in Cambridgeshire . • The children selected were AAC users, who each had a VOCA and who had received group SALT for 2 previous years, focusing on them using their aids, but motivation had been a challenge in the past for some of the AAC users. • We wanted to explore whether music would motivate them to use their aids more spontaneously.

3. Reasons for starting the group • Money - Pilot Project could run using Specialist School Status funding • Shared caseload and waiting lists • CPD – Elinor wanted to know more using AAC and VOCAs and I wanted to build on my music training • New approach –motivation was an issue with the AAC users in other groups • Would the musical element be more effective in promoting communication than SALT alone?

4. The staff Elinor Everitt – Music Therapist Alison Webb – Speech and Language Therapist Classroom Teaching assistant (varied from week to week) The Students Becky – 12yrs. ASD. Using Dynamyte 3100 Danny – 13 yrs – Angelmann’s syndrome. Using Dynamyte 3100 Alex -14 yrs – ASD. Using Dynamyte 3100 Jonathan -15 yrs – ASD. Using Vantage The group

5. How we ran the group • We tried to balance the content between communication through their aids, or through music. • The SALT was responsible for ensuring that low tech alternatives, such as symbol charts were available; the necessary vocabulary was programmed onto the aids; and demonstrating and assisting the students in using the aids. • The MT was responsible for writing specific songs for the targeted vocabulary; providing the musical structure, using improvisation and musical accompaniment ; and interpreting and developing the students’ musical contributions. • A TA attended each session to support and enable the students to transfer their learning to the classroom.

6. Aims • To give the students a fun experience while using their communication aids • To encourage their use of communication aids – develop vocabulary and sentence structure • To teach them to control their environment using aids • To interact with their peers while using their aids • To encourage spontaneity and interaction • To enable non verbal self expression through music

7. Format of the group • The group was held at the same time each week in the Music Therapy Room. • The length of the session increased from 25 minutes to 45 minutes, as the students adapted to the group. • We had 15 minutes after each session to evaluate the session, write individual student records and plan for the following session.

8. Sample session • Hello song • Favourites song • Stop/go • Pairs - Students share an instrument with an adult and improvise together • Choosing instruments • Goodbye song

9. How we developed the activities • Hello song - hello + name on VOCA • Shopping theme song – new vocabulary, e.g. toiletries, and sentence structure “I buy …” • Choosing instruments - “I want ____” Students can then choose to play in a loud/quiet manner

10. Evaluation • The students used their aids spontaneously, and discovered new vocabulary. It helped us identify difficulties in understanding concepts. • Throughout the sessions, the students used their aids to make requests, comment, choose and instruct their peers. • They seemed to respond using their aids quicker than in a non-musical AAC activity. • Their group awareness increased, for example, they watched each other carefully and listened to their peers and responded to what was said on the aid. • The students perceived the session as fun, rather than work, and this is invaluable in increasing the different contexts in which they use their aids. The group has offered them another experience in which to use their aids. • Musical games encouraged interaction between peers – for example, choosing whose turn it was next (this also developed turn-taking, listening, waiting and sharing skills); telling a peer when to start and stop playing, or to play loudly or quietly. • For most of the students this has been an enjoyable experience, with them clearly showing excitement, pleasure and anticipation of an activity.

11. Case Study - Becky • Navigates around new VOCA and finds vocabulary • Uses longer sentences without prompting, particularly those sentence structures that have been modelled. • She has asked spontaneously where the other students were, and has expressed emotions “feel sad”, given information. • She understands the structure of the group, and anticipates the next activity. • She has shown enjoyment of the musical activities

12. The Future • We have both learnt new skills, that can be transferred to working with other students in the school, and other clients. We also feel that individually we could sustain similar groups without the support of the other therapist for a short period, which is more cost effective. • We cannot say that music is the best medium to foster communication skills, but we both feel that it has been a positive experience for students and therapists alike. The students’ communication and interaction skills have developed – however we cannot prove that the joint working or music has been the reason.