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98 Cards in this Set
- Front
- Back
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Ears begin to develop |
3 weeks |
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Respond to sound |
19 weeks |
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Shahiduliah and Hepper |
Put small loudspeaker to pregnant belly Found fetus would react Played music after baby was born, and it showed decreased heart rate and decreased restlessness Suggested early foundations of long term memory |
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What did Ancient Greeks believe |
Music directly affected mood/thought/emotion/mental and physical health |
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During 6th Century Greece: |
Health and disease no longer based in supernatural beliefs |
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Who was Hippocrates |
Father of Western Medicine First to claim that sickness was caused naturally, not religious Allowed nature to heal, not drugs Instrumental in developing concept of prognosis |
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Prognosis |
Ability to probably predict outcome |
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Hippocrates was the first to categorize illness as: |
Acute: rapid onset, short course Chronic: persistent and long term (3+ months) Endemic: constantly present to a particular small population Epidemic: above or beyond expected new cases of an illness within a population Pandemic: spans worldwide |
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Hippocrates Oath |
All medical students must promise to do no harm |
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The Four Humors |
Predominant explanation for health and disease in Ancient Greece The theory: body made of four basic elements, equally balanced to make a healthy person Blood, yellow bile, black bile, phlegm |
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What happened after the Roman Empire fell |
Christianity became major force in Western Culture |
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What was music therapy like in the Renaissance |
Physicians prescribed music as both a remedy and preventive medicine Physicians would instruct patients to go to live concerts |
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Kircher |
Theory of temperaments and affections Also known as iso-principle Matched therapy to mood of client |
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What was the first known reference to Music Therapy |
An article called Music Physically Considered in the "Columbian Magazine" |
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Key Points of Music Physically Considered |
Ones mental state may have effect on physical health Music has immediate effect Most-effective when facilitated by trained practioner |
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Early 20th Century Music Therapy |
High morality rates No antibiotics Long hospital stays Informal reports by nurses/physicians |
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Margaret Anderton |
Offered first University affiliated coursework in Music Therapy in 1919 Practice included administering music interventions to Canadian soldiers during WWI |
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NY, Columbia U |
Taught course which prepared musicians to work as therapists in hospitals Taught passive and active principles |
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Jean Piaget |
Identified 4 stages of child development |
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4 Stages of Child Development |
Sensorimotor Preoperational Concrete Operation Formal Operations |
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Sensorimotor |
Newborn - 2 years Learn about environment through senses and motor activity |
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Motor Skill |
Ability to make purposeful movements that are necessary |
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Rapprochement |
Usually between 15-24 months When child explores the outer world on their own, then returns for reassurance Key to learning world is okay and safe |
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At Two Months |
Baby will sustain attention on singer/instrument |
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By Six Months |
Imitate sounds Purposeful movements that can sometimes sync with external rhythm Purposeful manipulation of objects |
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At 12-18 months |
Oral motor developments begin (noise making) Develop B's and D's to help develop control of lips/tongue |
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At 19 months |
Development of original rhythmic phrases, sounds, melodies |
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Preoperational Stage |
2-7 years Rapid language and conceptual growth Child can now use words as symbols No longer needs visual cues Can sing some parts of sing-a-long |
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By 4-5 |
Child will begin to sing entire song Match pitch |
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UNTIL 4-5 |
Child will mainly engage in parallel play Exhibit egocentrism |
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At 4-7 |
Child will begin to follow directions, cooperate with others, and share Beat completely develops with greater motor development Masters skipping, hand-eye coordination, and clapping to beat |
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Concrete Operation Stage |
7-11 years Appropriate use of logic Can solve problems mentally Sustain melody/rhythm in head with distractions present Basic motor movements are refined Fine motor skills being mastered |
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Formal Operations |
11-adult Abstract thought begins Understand concepts outside of own world |
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Outer Ear |
Pinna Collects soundwaves |
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Middle Ear |
Eardrum and ossicles Converts soundwaves to vibrations |
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Inner Ear |
Cochlea Converts vibrations into nerve signals that the brain recognizes as sound |
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Vibrotactile Stimulation |
Feeling soundwaves/vibrations |
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Central Nervous System |
Divided into brain and spinal cord Plays minor role in controlling both physical and mental behaviors in the body |
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Autonomic Nervous System |
Mostly controls systems below our level of consciousness Heart rate, blood pressure, respiratory rate, digestion, salvation, sweating |
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Studies have shown that music |
Has direct effect on physiological responses |
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Motor Responses to Music |
Research shows that a steady pulse/rhythm is believed to facilitate muscular control and movements patterns |
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A steady beat can... |
Influence timing and readiness of the nervous system Directly related to physical movement Known as potentiation |
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After hearing only 1-2 beats |
Brain is already seeking for a steady pattern |
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Cognition |
Mental processes, such as attention memory, producing, understanding language, decision making, problem solving |
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Attention |
Seeking out stimuli that are of interest Can be sustained, shifted, divided |
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Perception |
How we recognize, organize, and give meaning to info received by the brain |
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Pre the 18th Century |
ID wasn't considered a serious problem due to the simplistic duties of agrarian society Those unable to contribute either died or were eliminated |
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In 19th Century France |
Education programs developed to teach motor skills, language, social skills, listening skills to children with ID |
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In late 1800s, we developed these education strategies for those with ID |
Multidisciplinary approach Small class size Teachers with specialized training Use of music the augment traditional teaching methods |
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Intellectual Disabilities (other name) |
Mental Retardation |
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ID Diagnosis |
Not a specific diagnosis, but 1/4 areas of Developmental Disabilities Designed by US government in 1975 Other areas are autism, cerebral palsy, epilepsy |
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AAIDD |
American Association for Intellectual and Developmental Disability |
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Five Levels |
Borderline Mild Moderate Severe Profound Unspecified |
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AAIDD Three Key Components |
Measure of Intelligence Presence of severe functional limitation in adaptive behavior Age of onset (typically before 18-22) |
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Measure of Intelligence |
Significant sub-average intelligence |
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Stanford Binet IQ Test |
Score below 70-75 |
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IQ Test Four Main Areas |
Verbal reasoning Quantitive Reasoning Abstract and Visual Reasoning Short-Term Memory |
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Estimated to be what percent of population |
3% of population Can lower to 1% with teaching strategies |
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Adaptive Behavior |
Skills we need to function in daily life Must exhibit a deficit in adaptive behavior |
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Conceptual Skills |
Language Writing Reading Understanding |
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Social Skills |
Interpersonal Responsibility Self-esteem Follow rules |
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Practical Skills |
Eating Dressing Toileting Hygiene Prepare meals |
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Mild ID |
IQ: 50-70 6th Grade Level Live independently, but need support Mainstreamed in public school Physically normal |
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Moderate ID |
IQ: 35-55 2nd Grade Level Learn basic needs for self-help Work in supervised setting Can thrive in group home setting |
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Severe/Profound ID |
IQ: Less than 40 Musculoskeletal impairments are common Emotional problems common Meaningful relationships, but need full support Curriculum based on self-care |
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Severity Unspecified |
Strong certainty for ID, but unable to be tested Person too limited, unaware, uncooperative to be tested |
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Four Risk Factors |
Biomedical Social Behavioral Educational |
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Biomedical |
Biological conditions such as poor nutrition or genetic disorder |
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Social |
Lack of environmental stimulus |
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Behavioral |
Maternal drug/alcohol abuse |
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Educational |
Quality of educational opportunities |
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About what percent of ID cause is undetermined? |
40% |
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Most Common |
Down Syndrome Fetal Alcohol Syndrome Fragile X Syndrome |
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Down Syndrome |
Trisomy 21 Caused by having extra of 21st chromosomes (47 chromosomes) 1/800 babies Can't be prevented Common in pregnant women 35+ years |
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Fetal Alcohol Syndrome |
Alcohol is leading known preventable cause of mental/physical birth defects 1/750 babies Low birth weight, failure to thrive, developmental delays, facial abnormalities, epilepsy, poor coordination |
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Fragile X Syndrome |
Abnormality of specific area of X chromosomes called FMR1 (makes a protein essential for brain growth) Most common ID in boys Flat feet, low muscle tone, large body size, long face, large forehead |
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Prenatal |
Chromosomal abnormalities and genetic errors |
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Perinatal |
Common childhood diseases such as whooping cough, chicken pox, measles |
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Causes of ID |
Blow to head Poor living conditions Malnutrition Bad family environment |
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Reception |
Perception and awareness of sensory stimulation |
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Central Processing |
Categorization of incoming stimuli using past memory and evaluation |
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Expression |
Ability to select appropriate response from a variety of choices |
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What is the most common factor for ID to function in daily life |
Delay in language skills |
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Physically, ID are how many years behind |
2-4 years |
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Maladaptive Behavior |
Anything preventing you from living life |
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MT Goals for ID |
Social/emotional skills Motor skills Communication skills Pre-academic skills Academic skills Leisure skills |
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What is the most common form of MT for ID |
In groups |
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Often inappropriate behaviors... |
Are a form of communicated needs for those with ID |
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The Central Nervous System is |
Slow to develop in ID It's involved in all motor skills |
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Music promotes... |
Movement |
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Rhythm provides structure for coordinating |
Gross upper extremity and lower extremity |
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Gross Motor |
Dance, drumming (strength, balance, agility) |
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Fine Motor |
Piano, guitar (writing, drawing) |
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Two Aspects of Speech/Language |
Receptive: receive message, process, then understand Expressive: skills to communicate needs/wants to another person |
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ID often have trouble |
Distinguishing important sounds from irrelevant sounds |
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What are essential skills for learning |
Attention span Ability to follow directions Eye contact |
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Broken eye contact means |
Broken attention span |
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Music is used to teach academic concepts |
Object classification Spatial skills (in out up down) Temporal relationships (difference between first, second, last) |
