It's Tuesday, Isn't It...

I know I've posted this before, but I'm going to do it again.

This is my process for writing TMEs...

The first thing that you do is to focus all of the TMEs that you write on the primary goal. Ask yourself the following questions when you are developing a TME:

1. How does this TME address impulse control? (Do students have to raise their hands for attention or a turn? Do students have to listen for a musical cue to respond? Do students have to complete an entire pattern before progressing? These are just suggestions, there are many more ways to define impulse control that I cannot list here)
2. What are the additional skills and goals that you are addressing? Does the TME work on any of the secondary or tertiary goals that are listed above? Does it address other skills or goals? WRITE them down!
3. What are the expectations that you have of the clients? (These include: what level of functioning does the TME need for successful completion? Where will clients be in the music therapy room?
4. What are the prerequisites for the clients to be able to participate in the TME? (What do they need to know before they will be able to complete the TME? Are they going to have to sit? Will they need to wiggle a while before they can concentrate on the TME?

How to write TMEs

This is not intended to replace any information that you have learned in your coursework, but it is intended to clarify some of the elements of TME design that you may either not be familiar with or that will make implementation a bit easier on you.

Components of Therapeutic Music Experiences (TMEs)

TMEs are comprised of several parts, all of which need to be planned prior to the session. These components include the purpose, the desired outcome, materials, the environment, the client, the therapist, the music, and the therapeutic relationship. Each component is as important as the others.

TME Plans: Plans define the process of the TME, provide a framework for the therapist, and illustrate the use of music and the influence of music on the client.

Purpose: This is the goal portion of the TME. Why would you use this TME in a session? Is it for a specific purpose? Does the TME serve to indicate the start of a session? How does this TME address impulse control? Does it also encourage motor development, communication, social interaction, emotional development? What domain does the TME address (motor, social, emotional, communication, academic, cognitive, behavioral, musical)?

• List all of the domains that are addressed by the TME under the purpose statement
• Goals are the big picture – umbrella topics
• Be specific with your purpose statements – “To increase motor development” is not as complete as “To increase upper extremity range of motion” or “To increase fine motor pincer grasp.”

Desired Outcome: This is the objective portion of the TME. Why would you want to use this TME with a client? What skill will the client be able to demonstrate when this TME is completed? Why is this skill important for the client? Is this skill important for the client? If not, then why are you bothering using the TME in treatment? Goals are the large picture, while objectives are specific for each client and are designed to change over time.

• Target behavior to determine when the client has completed the task – “Clients will demonstrate pincer grasp and release pattern four times during the TME.”
• There may be several outcomes depending on the number of purposes that you have identified in the first section. This will allow you to use the same TME in groups allowing you to address many goals simultaneously.

Materials: What will you need to have to successfully run this TME? Do not forget electronic equipment, power sources, instruments, props, visual aids, and/or alternative materials.

Environment: Where do you want the clients to be? Do they need to be in specific places in the room? Do you need lights or darkness? Do you need clients sitting in chairs or on the floor? Are there any other environmental aspects that you will need to change?

Music: What music will be used during the TME? Is it original music? Is it prerecorded music? What CD, what track, and what performers? Where did you get the music? Where did you learn the music? If someone else composed it, include all the details – who, what, when, and where you can locate the original. If you composed the music, include all of the information located above with a copyright symbol © with the date of composition.

Therapeutic Function of Music: What function does the music serve in the TME? If the music would disappear, would the client still be able to complete the TME and reach the desired outcome? If so, is the presence of music necessary for the TME? If the presence of music is not necessary, then why would you use this TME in a music therapy session? (It may be appropriate to use the TME, but this is the time to think about why it is important to make music an integral part of every activity/intervention.)

The Client: What type of client will be able to complete this TME? Will many different clients be able to participate the way the TME is designed? Will some clients find this TME too difficult? Too easy? How can you change the TME to accommodate many different clients? How can you change the TME to accommodate different learning styles and interest levels? How much of the TME will be decided and directed by the client?

The Therapist: What do you need to do before you can run the TME? Where do you need to be located during the TME? Will you need to move around the room? Will you be able to remain in a chair? What music do you need to have memorized? Where will you need to place materials so you can access them during the TME? What alternative TMEs or materials do you need to have prepared just in case? What tasks do you have to do during the TME (data collection, preparation for the next TME, switching CDs)? Where is your focus? When will it be important for you to encourage the client to make decisions? When will it be important for you to make decisions for the client?

Procedure:

• Step-by-step instructions for leading the TME with clients
• Remember to include the music when it enters
• Remember to reinforce desired responses
• Include a data element – what will you be evaluating? When will you evaluate? How will you evaluate? How will you record the data?
• What will you do, as the therapist, to facilitate the TME?
• What do you expect the client to do? What will happen if the client does not do what you expect? How will you get the client to complete the task or outcome of the TME?

I think of this procedure as a flow chart. This concept helped me understand exactly what the folks at KU wanted me to write. I was not able to complete this task until I stumbled upon this visual format. If the flow chart idea interests you. Ask me for an example. I have a couple of TMEs diagrammed in this manner. It takes a long time to diagram, but if you are a visual learner, it makes sense.

 

There you go! Happy Tuesday.