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Objectives
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Description
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1. Participants will create environment or space conducive to client engagement. (CBMT I.D.8)
2. Participants will structure and organize music therapy experiences within each session to create therapeutic contour (e.g., transitions, pacing, sequencing, energy level, intensity). (CBMT I.D.15) 3. Participants will provide music therapy experiences to address client’s: attention, executive functions, generalization of skills to other settings, group cohesion and/or a feeling of group membership, impulse control, memory, motor skills, musical and other creative responses, nonverbal expression, on-task behavior, participation/engagement, range of motion, sense of self with others, sensory integration, sensory orientation, social skills and interactions, spontaneous communication/interactions, verbal and nonverbal communication, verbal and/or vocal responses. (CBMT II.2.k, q, s, I, v, u, z, aa,ac, ad, ag, a;, aq, as, at, av, ax, ba, bb) 4. Participants will communicate with colleagues regarding professional issues. (CBMT IV.B.7) |
“’Oh, I’ve had such a curious dream!’” said Alice.” – Alice in Wonderland, Lewis Carroll Children on the autism spectrum face many challenges, physically, emotionally, with communication, and socially. They attend a variety of therapies, including physical therapy, occupational therapy, speech therapy, and music therapy, weekly to address their deficits. Kristin Kummer, a music therapist with experience in using drama activities to address various skills with individuals with autism, has created a therapeutic program based on Lewis Carroll’s Alice in Wonderland. It is a collaboration between a physical therapist, occupational therapist, speech language pathologist, and music therapist, designed to address goals and objectives addressed by each of these disciplines. This course will touch upon a number of subjects necessary to understand such a program, including: Autism Spectrum Disorder and its challenges, a definition of drama therapy, goals addressed by the collaborating therapists, working within a collaborative model, and an introduction to the adaptation of Alice in Wonderland and hands-on experience of some of the games and music.
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1:00-1:15
1:15-2:00 2:00-2:15 2:15-3:00 3:00-3:45 3:45-4:00 |
Hello song
Intro of all participants “Meeting the White Rabbit”: Hello/goodbye What is autism? What is drama therapy? And how is it similar to music therapy? **How can it be incorporated into music therapy with other disciplines?** Skills addressed by: - Occupational therapists - Physical therapists - Speech language pathologists Break: “Down the Rabbit Hole” Drama-based programs - Background - Musicals & plays - Hunter Heartbeat Method - Alice in Wonderland - Therapists/adults involved - Group size - Criteria to be in the group - Ages - Length of sessions - How many weeks Writing the Alice in Wonderland adaptation - Initially - In collaboration - How do you collaborate? Example: “Tea Party” (3 games) - How is this client-centered? Example: “Too Close/Goodbye” Other games if time Questions (questions throughout session welcome) Goodbye Song |
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Kristin Kummer, MT-BC has been a music therapist at Bridgeway Academy since January 2008. She founded and is the director of three theater groups at Bridgeway, melding music and drama into a therapeutic social group for individuals with autism and a variety of diagnoses. She trained in the Hunter Heartbeat Method and continues to work with the drama department at The Ohio State University and their Shakespeare and Autism Project. She has extensive experience working in collaboration with speech language pathologists, occupational therapists, and physical therapists in consultation, in co-treated sessions, and to develop programming for individuals with autism. Kristin graduated with a Bachelor’s degree in music and English literature from Capital University and a Master’s degree in English literature from Middlebury College in Vermont. She then finished a music therapy equivalency program at Baldwin Wallace College and completed her music therapy internship at Bridgeway Academy before being hired. Kristin lives in Columbus with her husband, Ron, 9-year-old daughter, Rosie, and puppy, Winifred J. Pup.
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Janette Ozoa, MS, CCC-SLP joined Bridgeway Academy in August 2017. She has experience working with individuals with developmental disabilities (including, but not limited to, Autism, Down syndrome, and cerebral palsy), speech sound disorders, receptive/expressive language disorders, social language deficits, and hearing loss. She is one of the speech therapists collaborating with a multi-disciplinary team in Bridgeway Academy’s Theater Group, Page to Stage. Janette received her Bachelor’s degree from the Ohio State University and her Master’s degree from Gallaudet University.
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Whitney Williams, PT, DPT is the physical therapy department manager at Bridgeway Academy. She joined Bridgeway Academy as a physical therapist in June 2013. She received her Bachelor of Science degree in Exercise Science from Miami University in 2009 and her Doctorate of Physical Therapy from Ohio University in 2013. Whitney also currently works 1-2 days per month at Riverside Methodist Hospital to maintain her PT skills in a variety of settings. While at Bridgeway Academy, Whitney has led multiple extra-curricular activities for students and therapy clients such as: yoga class, sports club, and a fitness group. This year she is helping to pilot a multi-disciplinary group titled ‘Page to Stage’ with a music therapist, speech therapist and occupational therapist. Whitney lives in Clintonville with her husband, Jeff, and dog, Phoebe and enjoys cooking, traveling, exercising and spending time with family and friends.
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Lara Pytlik, MOT, OTR/L joined Bridgeway Academy in August 2012. Lara serves as the Assistant Manager for the Occupational Therpay department. Lara has completed Handwriting Without Tears training, Zones of Regulation training, sensory integration trainings, and feeding trainings. Lara is nationally certified through Prevent Blindness Ohio to administer Preschool Vision Screenings, including the 5’ VIP LEA for screening visual acuity and the PASS2 for screening stereopsis. She is also a certified AOTA Fieldwork Educator for current occupational therapy students. Prior to joining Bridgeway Academy, Lara completed her education at the University of Pittsburgh where she received a Bachelor of Science degree in Rehabilitation Sciences, Minor in Social Work, and a Master in Occupational Therapy degree. Lara lives in Grandview and enjoys traveling, working out, reading, cooking, going to concerts, spending time outdoors, exploring new places to eat around the city, and relaxing with her cat, Ziggy.
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