The application of the Music Therapy Visual Schedule Approach (MT-ViSA) within a group music therapy program

ABSTRACT

Introduction

There is evidence to suggest that the use of visual schedules within music therapy practice is beneficial; however, there is a paucity of supporting literature for using these tools in programs for families with complex needs. This study investigates the application of the existing Music Therapy Visual Schedule Approach (MT-ViSA) to this focus population group.

Method

Participants considered to be families with complex needs were recruited using a purposive sampling strategy to attend a 6-week music therapy program. Data collection was informed by a hybrid mixed methods design with observation, survey and interview methods being used. A bricolage research approach forms the theoretical framework for the analysis, demonstrating the joint juxtapositioning of qualitative and quantitative data.

Results

Eight parent–child dyads participated in the study with a 100% attendance rate achieved. The use of the MT-ViSA assisted participants with the routine and structure of the sessions, supporting attendance and engagement. When investigating how the visual flip-book schedule primed the children for music-making, four themes emerged: understanding, anticipating, self-regulating and exercising agency. A single embedded case example is included to further illustrate these themes.

Discussion

This paper has implications for music therapy practice. The work highlights the beneficial role of the MT-ViSA for families with complex needs and suggests that this approach may potentially benefit different population groups. The theoretical model is presented and discussed, along with project limitations including the small sample size and data collection tools. In conclusion, future research plans and training are shared.

KEYWORDS:

• Music therapy
• visual support
• visual schedule
• family-centred
• mixed methods
• bricolage

Acknowledgments

We would like to acknowledge and thank the community organisation and family participants for their involvement in this research. We would also like to extend our appreciation to the RMT, COF, and extended project team for their valued contributions.

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplemental data

Supplemental data for this article can be accessed here.

Notes

¹ The term “children/participants on the autism spectrum” is used within this article, in line with language used by the referenced authors. Differing viewpoints (e.g. Elefant et al., 2020) are respectfully acknowledged by the authors.

Additional information

Funding

This research project was supported through the Australian Government Research Training Program, awarded and administered as the Western Sydney University Postgraduate Research Scholarship. In addition, PhD Candidature Support Funding was utilised.

Notes on contributors

Allison M. Fuller

Allison M. Fuller MA(MusThy), RMT(AMTA), NMT Fellow (ANMT) and PhD candidate (WSU) has been a registered music therapist for over 25 years, focusing on children and family-centred practice across the population areas of children with autism spectrum disorder, children with hearing loss, families from diverse cultural backgrounds and families with complex needs. Al also has an interest in technology within music therapy practice, and has completed advanced NMT fellowship training. Her professional positions held include senior music therapist at Giant Steps Sydney, and National Manager of Sing & Grow Australia. Her current roles are as lecturer, teaching into the Masters of Creative Music Therapy at Western Sydney University, and Director of MusicConnect, a music therapy service provider for families with complex needs. In addition, Al is a current PhD candidate at Western Sydney University where she is completing her doctorate in the use of visual supports within music therapy practice across face-to-face and telehealth platforms.

Catherine Kaplun

Catherine Kaplun PhD, BEd (ECE) (Hons) has over 15 years’ experience working in the health and education sectors with families and children, particularly families dealing with complex issues. Cathy’s research focuses on the early childhood years, acknowledging the role of parents and children’s early experiences in shaping the transition to school. Cathy is currently exploring the impact of playful guided-learning environments on young children’s development, learning, health and wellbeing. Awarded several small grants focusing on optimising early childhood development, Cathy engages representatives from government and non-government organisations and members of the local community in research that supports vulnerable families and children. She has published two book chapters and several journal articles and has presented her research at national and international conferences. She mentors and supports colleagues and students and is passionate about sharing knowledge and understanding of preventative and collaborative co-design approaches for use in transdisciplinary and child and adult participatory research.

Alison E. Short

Alison E. Short PhD, RMT(AMTA), MT-BC, RGIMT, FAMI heads up the Master of Creative Music Therapy at Western Sydney University as senior lecturer and academic course advisor, with formal links to the MARCS Institute, the Translational Health Research Institute (THRI), and the Centre for Educational Research (CER). She is also the appointed leader of a university-wide “Music and Health” Cluster, which incorporates music researchers from psychology, social work, allied health, nursing, medicine, music and other related areas. Alison trained in the first music therapy course in Australia at the University of Melbourne, and later at New York University, bringing the Bonny Method of Guided Imagery and Music (GIM) to Australia as the first primary trainer accredited to teach GIM in the Southern Hemisphere. Alison is an honorary life member and past president of the Australia Music Therapy Association, and has many international connections within the music and music therapy research field.