TME Tuesday: The Basics of Writing Therapeutic Music Experiences

It's back to school time, which means that there are many, MANY music therapy students out there getting ready for their pre-internship clinical experiences.

Here is the way that I've come to write therapeutic music experiences (TMEs) which I then turn into interventions for my clients. If you are a regular reader, this format will look VERY familiar to you. If you are new to this blog, check out the label "TME Tuesday" on the left to find examples of how I use this structure to write my TME ideas.

Therapeutic Music Experience Plan

Mary Jane Landaker, MME, MT-BC

Purpose:       This is where you identify all of the therapeutic skills and elements that you will be addressing. (e. g., To increase eye contact; name recognition; peer identification; fine motor control; entrainment; impulse control) This needs to be a complete list - primary goals, secondary goals, and tertiary goals.

Source:       This is where you cite the source of the application. You need to completely reproduce all information about the composer, the lyricist, and the person that first presented the application to you. Make an effort to find the original composers of all songs – look songs up on the internet for potential source material. If the application/song is your original work, then protect yourself by affixing a copyright symbol to the music that you compose. Include a date. This does not offer much protection, but it could offer something to you if you are ever in doubt about your intellectual property.

Materials:       List all of the things that you (or future therapists who are replicating this application) will need during the session. Do not forget accompanying instruments, specific CD titles and track numbers as well as CD players, electricity, etc.

Song/Chant/Words: Insert a picture of your music manuscript. If you cannot insert your manuscript, then add a hyperlink to the file so it is easily accessed by others. Also, if you cannot add your manuscript, include the lyrics and the chords to the song. If the work is someone else’s add a link to where the music can be found.

Procedure: R=Reinforcement opportunities; C=Redirection/Cue opportunities; A=assessment

1. This is the section where you perform a task analysis of the application.
2. You need to think through all of the steps that you will take, that the client will complete, and the possible responses that you will have as options.
3. Write them down.
4. Most procedures are very long.
5. Include times that you will provide reinforcements and times when you will provide redirections.

Therapeutic Function of Music:       Describe why and how you would use music to accomplish the tasks/purposes identified at the start of the TME. What elements of the music itself assist you in completing the skill development of clients? What elements of the music have to remain constant in order to be effective in accomplishing the goals? What elements of music can change to accommodate the ways clients interact with you and with the music? Can this TME be used with different forms/musical pieces? If so, what are the criteria for choosing music for this TME?

In the chart below, make note of the different elements of the music that you are using. For example, is the melody repetitive? Does it move in a scalar pattern or does it skip? What else can you say about the melody? Do this for each of the elements listed below.

If an element can be adapted to suit your client’s needs, note that in the box. For example, if you are providing live music, you can change many of these elements to help your clients participate and engage in the TME. As the therapist, you can change the pitch, rhythm, dynamics, harmony, form, tempo, timbre, style, and/or lyrics.

Melody	Pitch	Rhythm	Dynamics	Harmony

Form	Tempo	Timbre	Style	Lyrics

Chart adapted from Hanson-Abromeit, D. (2010). A Closer Look at the Therapeutic Function of Music. Presentation at 2010 American Music Therapy Association National Conference: Cleveland, OH.

Adaptations:       What could you, as the therapist, do to make this TME work with different populations? If a client enters the session on his/her first day, what can you do to make sure that the client is successful? How do you need to change the TME so all of your clients are able to complete the tasks?

Extensions:       Imagine that the clients are able to complete all of the tasks that you have identified in this TME in two minutes, and you still have 30 minutes left of the session. How could you change the TME to provide more practice without boring the client? What is the next step in skill development? What would be a natural “next step” to the TME. Are there any TMEs that would follow this one logically? Write them down.

**Hey - if you are someone from SMU, mention this blog to your prof and see what happens! You are also probably pretty familiar with this type of format already, If not, you will be. Sorry. 

Are there other programs that are using this format? If so, add a comment!