From Beats to Breakthroughs: How Music Therapy Supports Children with Down Syndrome

This Music Therapy blog post was written by our Music Therapist: Shane Harvey

What can happen in a Music Therapy session?

This is a question I am often asked. Overall, there are a number of factors which can shape events which may take place in a Music Therapy session.

Firstly - there are several different Music Therapy models, and each Music Therapist will have their own approach to working. This is just one aspect which will influence events in a Music Therapy session.

Through my own practise and approach, I work to build a relationship with a child, supporting their development through:

• exploring instruments

• exchanging spontaneous vocal sounds

• engagement in song and movement, as well as

• engagement in playful musical games with therapeutic objectives.

Music Therapy sessions will take place in either one-to-one or group contexts, (according to the needs of a child). The interactions can be quite fluid in nature, and, when required, I may take a child-led approach in supporting the child’s development. Here, the child's interests and choices guide the musical activities, and this helps create a space where they can freely express themselves while realising their developmental potential - at a pace that is right for them.

In other instances, I may asses that a child’s progress is likely to benefit from a more structured musical experience. Then, I would tend to adopt a directive approach. This approach could involve devising and setting playful tasks with clear therapeutic objectives, from which the child can develop their concentration and gain a sense of achievement.

Another important factor which will have a bearing on session activities, is the consideration of therapeutic goals. Music Therapy goals appropriate to children with Down Syndrome can vary from child to child but may include helping with:

• Communication

• Interacting with others

• Increasing attention

• Supporting emotional well-being

• Nurturing physical development

  
  

Goals are devised by the Music Therapist following a rigorous assessment, in which the child’s responsiveness to the music will be observed, and any presenting needs are identified. When supporting a child to work towards their therapeutic goals, the Music Therapist will facilitate therapeutic experiences that are effective and informed by best practise from the available evidence-base.

There are a number of Music Therapy studies which have documented positive outcomes for children living with Down Syndrome.  A systemic review of these studies found that, Music Therapy supported the social-emotional well-being, motor, cognitive and communication development of children living with Down Syndrome (Gemma et al., 2020). Zhang, (2023), suggests that Music Therapy can aid the social development of children under 12 with DS in three important domains: language skills, social-emotional development, and prosocial behaviour.

In practice - group Music Therapy sessions can offer an optimal context for helping to address the social skills of sharing, turn-taking, stopping, waiting and listening to others. Group sessions are a staple of my work as a Music Therapist.

At DSCNE, group sessions are typically attended by up to four children. During sessions, children will often have the opportunity to practise their social skills by playing instruments both together and solo. Here, an emphasis is placed on sharing and turn-taking between participants in experiences of group music-making.

Evidence in the literature also suggests that Music Therapy can play a positive role in nurturing the concentration skills of children living with Down Syndrome. Pienaar (2012), studied perceptions of Music Therapy, shared by Caregivers for Children with Down Syndrome in a special school setting. The potential of Music Therapy to motivate children with Down Syndrome in this study was acknowledged by participants. In my own work, I have found that music’s potential to motivate can greatly enrich the learning process for children with Down Syndrome. Action song’s frequently feature in my sessions and they provide an opportunity for children to exercise their skills of listening, processing as well as co-ordination. Children are invited to perform a series of actions / body percussion (such as clapping hands / stamping feet / tapping knees), to the tempo of the music. From my own observations, children often find it hard to resist when the lyrics, harmony, rhythm and tempo of such songs present a compelling invitation to join in.

Songs in general, can be a powerful way of helping a child develop their memory, sequencing skills, counting skills and linguistic skills. Barker (1999), skilfully defines the effectiveness of song in supporting learning and memory processes: “I am sure that most of us can recall complete songs, even quite long ones, almost word for word. But very few of us could remember a story word for word” (p.134).

With regards to motor-skills, Mazeed (2023) found that a rhythmic music program helped to enhance the balance, level of motor skills, coordination and discipline in children living with Down Syndrome. Motor skills which showed improvement through engagement with this program included: walking, running, jumping and throwing.  Opportunities to engage in music and movement can also form an enjoyable aspect of Music Therapy sessions, while helping to address development of motor-skills.

To create contexts, where children can confidently exercise gross-motor skills, I might plan an activity where various instrument sounds provide signals to cue matching movement responses from the children. Here, the drum could invite stamping of feet… (the bells – jumping) … (a cabassa- skipping) … and (a xylophone-running). This session activity presents the opportunity for children to practice numerous skills at the one time:

·       Exercising range of motion

·       Listening and processing

·       Exercising impulse control over body responses

The capacity of music to address numerous goal areas simultaneously makes it a motivational medium for children with Down Syndrome to engage with in Music Therapy sessions. Often, children can be so involved in the enjoyment of a playful musical experience that they are almost unaware of learning processes that might otherwise be laborious or strenuous to undertake. Underpinned with samples of findings from the available evidence-base, these are just some examples of activities and processes which can take place in Music Therapy sessions for children living with Down Syndrome. Thank you for reading.

Currently Music Therapy sessions are being delivered within the centre weekly on Monday afternoons. New children are welcome to join and will need to have an initial phone call referral with Shane, and then attend an initial three week assessment.

For more information contact: info@dscnortheast.ie or call: 042 942 3181

and check out our Music Therapy area : Music Therapy

References

Barker, J. (1999). Singing and music as aids to language development and its relevance for children with Down syndrome. Down Syndrome News and Update, 1(3), 133-135. https://assets.cdn.down syndrome.org/pubs/a/practice-147.pdf

Gemma, M. G., Pablo, M. C., & Cabedo-Mas, A. (2020). The role of music in the development of children with Down syndrome: a systematic review. Interdisciplinary Science Reviews, 45(2), 158-173.

Mazeed, H. M. (2023). A Program for Developing Some Motor Skills for Down Syndrome Children Using Music. International Journal of Early Childhood, 55(1), 47-68.

Pienaar, D. (2012). Music Therapy for Children with Down Syndrome: Perceptions of Caregivers in a Special School Setting. Kairaranga, 13(1), 36-43. https://eric.ed.gov/?id=EJ976663

Zhang, X. A. (2023). Music as a Language: Assessing the Extent to Which Active Music Therapy Promotes Socialization Development for Children Under 12 with Down Syndrome. Scholarly Review Journal, (6).