| We have all heard the phrase, "Words mean things!" | | | | 2. Don't re-invent the wheel! If you can fit some |
| This leads me to emphasize the importance of music | | | | lyrics to a familiar tune or song, then it will be easier |
| as a carrier of information. One of the most powerful | | | | to remember. This is what we call "piggybacking" |
| tools we have as therapists, teachers and parents, is | | | | new words on an old melody. One example is how |
| using lyrics to provide directions and knowledge to | | | | the ABC song is traditionally sung to the melody for |
| our target audience. Advertisers have taken | | | | Twinkle, Twinkle, Little, Star. |
| advantage of this phenomenon by using jingles to | | | | 3. Keep it simple and direct. Try keeping the lyric |
| help people remember important information such as | | | | instructions limited to one or two step directions. |
| phone numbers and company mottoes. | | | | 4. Be consistent. Many of the children that I work |
| I like to use songs to deliver one and two step | | | | with respond well to structure and routine. One |
| directions such as for passing objects, raising your | | | | advantage to using music to convey instructions is |
| hand or to indicate gross motor movements. Another | | | | that you do not always need accompaniment form a |
| useful way of using lyrics to convey ideas is with | | | | guitar or piano. If you have used the lyrics with a |
| social stories. Social stories are usually brief examples | | | | piggyback song, then the tune should be easy to |
| of how to behave appropriately in social settings | | | | remember. Sing the song with your student |
| written as a short story. Social stories put to song | | | | whenever the need arises. Music can be a great tool |
| can greatly augment their effectiveness by increasing | | | | if you have gone off and forgotten the picture cards |
| a client's attention to the story and promoting | | | | that go along with the needed social stories! |
| memory and portability of the intended instructions. | | | | 5. Follow through. In my example above about singing |
| One example of this is how I used a song to help a | | | | for my client to, "sit up straight and put on your |
| student put on his shoes and sit up straight. I used a | | | | shoes," I did not begin the music therapy session until |
| familiar melody from the song, Skip to My Lou, and | | | | he had complied with the instructions in the song. I |
| imposed new lyrics, "Put on your shoes and sit up | | | | sang the song together with him many times and |
| straight, time to get ready for music." The use of a | | | | kept singing it as he started to put on his shoes. One |
| "piggyback" song was intended to help the student's | | | | word of caution, however, since I know this client |
| teachers use the song when I was not there. I often | | | | very well and realize the power music has with him. |
| stop singing the lyrics and allow my student to sing | | | | Just because you sing a song with instructions does |
| to himself as I provide accompaniment on the guitar, | | | | not mean your listener will follow through, but it is |
| but because of the familiar tune, his teachers have | | | | important to make sure that they understand that |
| also been able to start singing the song and then the | | | | the words mean something. In my example, perhaps |
| student finishes it himself. | | | | the student reaches for hi shoes and that is as far as |
| Here are some key ideas about using lyrics: | | | | he gets. Take that progress and build on it next time |
| 1. Provide multiple opportunities for the listener to | | | | so that on the subsequent encounters where it is |
| comply with sung directions. In other words, use a | | | | necessary to sing the song, try to hold out for a |
| song with a repeating lyric line and sing the song | | | | higher level of compliance to the lyric directions. |
| several times in order to provide enough time for the | | | | Altogether now, skip to my lou - "Put on your shoes |
| listener to process the information and respond. | | | | and sit up straight; time to get ready for music! |