My name is Kate Gfeller, and I’m going to talk briefly about therapeutic uses of music for preschool children who use cochlear implants.
Before I begin, I would like acknowledge my research assistants who helped me preparing portions of this presentation. I also want to acknowledge the National Institutes of Health, who provide invaluable financial support for my research.
Let me tell you a little bit about myself. I am on the faculty at the University of Iowa, which is in the state of Iowa in the United States. By car, we are about 4 hours west of the city of Chicago.
I teach and do research in several academic units at the University. I teach music therapy courses in the School of Music. I am on the faculty in the Department of Communication Sciences and Disorders. This is the oldest department of its kind in the United States. Here is a picture of the wing of the University of Iowa Hospitals and Clinics, where I do research and clinical work. The University of Iowa Hospitals and Clinics are the largest teaching hospital in the United States. In Otolaryngology, I do research and provide clinical services for people with hearing losses, especially those who use cochlear implants. We serve approximately 460 adults and children who use cochlear implants as well as provide support for people with hearing losses who use conventional hearing aids.
This topic is complex and includes many aspects. In the brief time that we have today, I will introduce a few ideas. 1. Why music is a useful tool in therapy for children who use cochlear implants 2. Some basics about music and cochlear implants 3. Some typical goal areas for music therapy 4. Some practical tips for selecting instruments and songs 5. A few ideas about music in the home
Sometime, people wonder why music is a good therapy tool for children who have hearing losses. There are many reasons: When playing rhythm instruments, children can use tactile and visual cues to make sense of the sounds. For example, when playing drums or shaking maracas, a child can often feel the rhythmic pulse and also see how the sound is produced, to an even greater extent than in spoken communication.
Favorite childhood songs can easily be paired with linguistic information. Favorite songs of childhood often include vocabulary words that children should be learning about. In the US, we have many children’s songs about colors, numbers, animals, seasons. The songs are often include many repetitions that reinforce words and concepts. In addition, as we make music together, the child is required to follow directions, take turns, make requests, and share thoughts and feelings.
Music is a natural part of early childhood. It provides a motivating and enjoyable medium for therapy.
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