Contact information:
Rachel Arntson
Kids’ Express Train, LLC
www.expresstrain.org 1-877-876-3050 [email protected]
1
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To determine the effectiveness of using music as a speech
and language therapy tool in young children with
apraxia/articulation disorders.
 Does using music and rhythm during imitation practice increase the attempts
and accuracy of children’s responses?
 Does using music as a home practice tool increase the likelihood that practice
occurs?
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Research is limited as to the effectiveness of using music to
facilitate speech and language skills.
 If you use music in your work, begin taking data to prove its effectiveness
 Look to other disciplines such as music therapy or neuropsychology for
guidance and research on the benefits of using music to enhance learning.
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Give sound blending practice.
Slow the rate of a child’s speech to allow for better sound
production.
 Use intonation and rhythmic flow.
 Focus on core words in a child’s vocabulary.
 Use cues that children can feel and see.
 Implement frequent repetition and frequent verbal practice
that is enticing and motivating.
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(Blakeley, 1983; Davis and Velleman, 2000; Pannbacker, 1988; Strand and
Skinder, 1999)
Can some of these recommended practices be done with MUSIC?
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Recommended Practices for Childhood Apraxia –
Sing to the Rockin’ Robin tune
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Keep sounds moving.
Keep them slow with
Intonation and rhythmic flow.
Core words, Cues to
Feel and see.
Repetition, Chains of three.
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Oh, oh! Apraxia therapy.
Oh, oh! Try rhythm and melody.
Oh, oh! Apraxia therapy.
Rhythm, rhyme, and melody.
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Speech and language intervention that extends beyond
therapy sessions and occurs throughout the week.
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Practice materials so motivating that children are willing to
practice daily.
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Intervention that empowers parents and siblings to actively
participate.
Can some of these components be achieved with MUSIC?
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Songs within the child’s verbal ability (Itsy Bitsy Spider ?)
Frequent repetition
 Chains of three
 Songs with CV interludes
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Songs that invite participation
Spontaneous song and musically intoning to entice children
to imitate and be creative with vocalizations
 Raps and rhythm
 Natural musical flow of words and phrases
 Musically extending the sounds in words depending on the error patterns of
the child
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Research indicates that the entire brain is active when
participating in music. There is no specific music center.
(Look for any research by Robert Zatorre, Daniel Levitin)
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Research indicates that music facilitates retention of new
information. Buday, Evelyn M. (1995), Madsen, Sitka A. (1991)
Research indicates positive emotional and physiologic
benefits to music. Levitin, Daniel J. (2006)
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Imitation
Ratings
Description
0.0
No attempt to imitate
1.0
Imitation is attempted, but not accurate in terms of including the
targeted word or sounds. In this case study, the 1 was scored as an
attempt but with total omission of the initial consonant sound.
1.5
Imitation is attempted and the initial consonant was produced only
with a whisper of the entire word.
2.0
Imitation is attempted and the accurate initial consonant is included,
but only with a pause between the consonant and the proceeding
vowel.
2.5
Imitation is accurate with inclusion of the initial consonant, but still
requires a gestural cue to produce it accurately.
3.0
Imitation is accurate and includes the production that is
developmentally acceptable for child’s age.
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Probes
1/9/2007
2/6/2007
H in CV
33%
H-chains of 3
2/13/2007
2/27/2007
3/6/2007
3/13/2007
3/26/2007
33%
58%
50%
60%
100%
86%
33%
33%
46%
47%
50%
58%
83%
H in words
33%
33%
39%
33%
33%
50%
75%
S-chains of 3
66%
66%
66%
88%
S in words
50%
50%
90%
100%
S in phrases
42%
43%
T+N words
33%
33%
MLU in
morphemes
1.42
mlu
77%
33%
33%
100%
33%
46%
83%
2.44
mlu
A score of 33% indicates ONLY attempts at the sound and NO accuracy.
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
Numerous questions and observations have developed as a
result of this case study, and other case studies done by this
presenter.
 Progress with young children is a direct result of a “workable home
program” for the family.
 A musical home program may be the type of practice that is do-able
for a busy family. (car friendly)
 Music creates motivation, attention, and desire in children to practice.
 The key to using music as a successful speech and language tool is to
provide songs within a child’s ability and that invite participation.
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Keep sounds moving. (see lyrics sheet)
♫ Ride the Horsie
♫ Fish, Shark, Shells
♫ Ha, Ha, Ha
♫ Let Me Hear You Say
♫ Tiny Tony
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Keep them slow with intonation and rhythmic flow.
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Be aware of the speed and pitch of songs
Create spontaneous singing while moving.
What about classic children’s songs?
“Deliberate, planned performances are unlikely to have the emotional
richness of spontaneous performances.” Sandra Trehub
 The importance of prosody - Vary the rhythm and stress of syllables
depending on the child’s error patterns and needs as well as natural musical
flow of words and phrases.
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Core words
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Use songs to reinforce vocabulary during play and daily routines
Hi song
Action words during play – Use common tunes
One word songs? What are the child’s favorite preferred items?
Ask parents about their own songs
Cues to feel and see – Using hand cues, pictures, props
♫ Hissing Snake
♫ Camptown Faces
♫ I Can Say It You Can, Too
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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Repetition, Chains of three - The essence of music –
repetition without boredom!
♫ Baby Blowing Bubbles
♫ Jump on the Choo Choo
♫ Chains of three creates sound blending with more simplified syntactic and
lexical expectations
♫ For increased repetition and practice, send home practice sheets or
recordings/videos of child practicing
♫ FLIP recorder
♫ CD practice songs specific to the needs of the child
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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In a review of the recommended practices for children with
developmental apraxia of speech, many of the components
can be naturally addressed using music.
Although case studies are not enough to determine efficacy
of a therapy approach, the review of research in other
related fields indicates that music has positive effects,
especially in the area of emotions and motivation.
When Words Fail, Music Speaks for Young Children with Apraxia/Articulation Disorders © Rachel Arntson, 2008
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“Every moment is a note, every situation a song,
and every person is a player.”
Rachel Arntson
Contact information:
Rachel Arntson
Kids’ Express Train, LLC
www.expresstrain.org 1-877-876-3050 [email protected]
17
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