Journal Article

The use of music therapy to support the scerts model objectives for a three year old boy with autism spectrum disorder in New Zealand

Carolyn Ayson

2011

Overview

This paper describes the SCERTS (Social Communication, Emotional Regulation, Transactional Supports) model and demonstrates how music therapy supported its goals, during the - social partner level, for a three year old boy (Thomas) with Autism Spectrum Disorder (ASD) over the course of one year. The SCERTS model is a comprehensive multidisciplinary approach which was developed in America to enhance the communication and social-emotional abilities of individuals with ASD. Families are currently able to access the SCERTS model in the Wellington region through the Ministry of Education, Special Education; therefore it is increasingly important for New Zealand music therapists to understand how they can best work within this model. Individualised SCERTS goals were developed for Thomas and progress monitored during daily activities and recorded on log sheets. The log sheets were analysed to gain insight into the role of music therapy in stimulating the development of objectives. Thomas's mother and his speech and language therapist were interviewed to gain their perspective on the use of music therapy within this programme. An example of an interaction in a music therapy session was transcribed to further analyse how music therapy supported the goals. The data suggests that music therapy helped support the SCERTS goals in a number of ways for this case. Specifically, it appeared to assist and empower Thomas's parents by providing musical ideas and repertoire they could use to foster objectives and also modelling of transaction support goals. In this instance, music therapy could be used to address all of Thomas's SCERTS goals and appeared to provide multiple opportunities to practice them. It provided another setting to observe the attainment of goals and seemed to act as a catalyst for change during the process. The speech language therapist's feedback provided insight into the difficulties of implementing the SCERTS programme and the adaptations needed in a New Zealand context. This highlighted important information for New Zealand music therapists to be aware of when using this model. By the end of the year, Thomas had progressed from the - social partner stage to the - language partner stage of the SCERTS model.

• Publisher: New Zealand Society for Music Therapy
• Subject: Activities of daily living / Alternative treatment / Attainment / Autism / Autism in children / Autism Spectrum Disorder (ASD) / Autism spectrum disorders in children / Autistic children / Boys / Children & youth / Children with autism spectrum disorders / Communication / Education authorities / Emotional regulation / Emotions / Feedback / Insight / Interdisciplinary aspects / Language / Language shift / Males / Medical treatment / Mothers / Music / Music therapy / Music therapy for children / Objectives / SCERTS (Social Communication, Emotional Regulation, Transactional Supports) / Self control / Special education / Speech / Speech therapy / Speech-language pathologists / Therapists / Therapy / Treatment