Using a Music Therapy Collaborative Consultative Approach for the Inclusion of Young Children with Autism in a Child Care Program
2005 DOI: https://doi.org/10.29091/9783752001839/010 Page 135 - 145
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Young children with Autism Spectrum Disorder are increasingly included in conventional child care programs, receiving therapeutic services within the context of ongoing classroom routines. This article discusses the benefits of an inclusive environment and the rationale for providing embedded services, particularly the application of a collaborative consultative model of service delivery, for young children with autism. The following series of single case studies provides evidence that individually designed music therapy interventions can increase the independent performance of young children with Autism Spectrum Disorder during challenging child care routines and can be embedded by teachers in ongoing activities. To illustrate the research design of each study, staff development activities, interventions provided, and results, a case vignette example is presented for each experiment.