You don’t have to be a neuroscientist to recognize that music has an effect on your mood. Music has been linked to improving memory, altering the response to stress, inspiring creativity, strengthening social bonding, and enhancing mood, focus and motivation. Research even shows that music can boost immunity and support physical health. For many children with special needs, music has been shown to improve concentration, help manage impulse control, enhance language development, and ease tension.
How Music, Stress and Well-being are Related
First, let’s understand the relationship between stress, health and music. Stress can play a role in the behavior of all children (and grown-ups!), not just those with special needs such as ADHD or Autism Spectrum Disorders. Stress raises the level of the hormone cortisol in the bloodstream; too much cortisol not only deteriorates the immune response (which makes a person more prone to illness), it interferes with our ability to cope. Listening to your favorite music has the power to calm the mind and body enough to lower levels of cortisol while also raising the hormones associated with relaxation, which is conducive to a healthy mind and body.
What Kind of Music is Best?
Because musical preference is such a personal matter, it’s difficult to study all the different styles and the effect on individuals. Based on research that has been done with special needs children, listening to certain classical musical pieces has been shown to reduce tension, improve focus, and enhance social interactions. So, you might try these songs:
Free Download: Music for Healthy ADHD Brains
Also visit Additude Magazine for additional song suggestions.
If classical isn’t the vibe for your child, you can do your own research: Experiment with the types of music your child is listening to and record the results. Measure heart rate and blood pressure before, during and after listening. If that’s not possible, observe your child’s breathing: Is it relaxed and even, or short and choppy? Record the results in a journal, noting how your child's behavior changes with different types of music. From here, you can create a great playlist that specifically meets your child’s needs.
Will Your Child Benefit from Seeing a Professional Music Therapist?
A certified music therapist provides a more in-depth approach and analysis of how music can benefit your child. He or she designs a customized program that uses clinical and evidence-based therapeutic interventions that use music to improve health, social functioning, communication and cognitive skills. To achieve these goals, the therapist works with a child beyond just listening to music. Sessions with a music therapist can include lyric development, active listening, improvisation, music and imagery, song writing, and performance according to individual needs and abilities. Music therapists must provide ongoing evaluation, planning, and follow-up on these interventions.
A professional music therapist must meet certain education and training qualifications as well as abide by a code of ethics, including but not limited to:
A music therapist who holds a professional designation – ACMT, CMT, or RMT – will be listed on the National Music Therapy Registry. You can learn more by calling (301) 562-9330. To find a music therapist in your state and local area, use the AMTA Directory Search. Also, ask your child’s pediatrician or therapy team for a referral. Music therapists can work in private practice, clinics, hospitals, treatment centers, and schools.
Chandra, ML. & Levitin, DJ., “The Neurochemistry of Music.” Trends in Cognitive Sciences, (April 2013) 17:4. Accessed 4 May 2017: https://daniellevitin.com/levitinlab/articles/2013-TICS_1180.pdf
“What Music Works Best for Autism?” https://portlandmusictherapy.com/what-music-works-best-for-autism/
“Music Therapy in ADHD: The 8 Best Songs.” Attitude Magazine online: https://www.additudemag.com/slideshows/music-therapy-for-children-with-adhd/
“Music for Your ADHAD Ears” Psychology Today online: https://www.psychologytoday.com/blog/the-distracted-couple/201601/music-your-adhd-ears
Goldstein, B. “The Secret Language of the Heart: How to Use Music, Sound, and Vibration as Tools for Healing and Personal Transformation.” (2016) Hierophant Publishing. http://www.barrygoldsteinmusic.com/book/
APA.org “Science Watch: Music as Medicine.” Posted by Amy Novotney; (Nov 2013 44:10). Accessed on 4 May 2017: http://www.apa.org/monitor/2013/11/music.aspx
American Music Therapy Association. “Selected Bibliography on Music Therapy and Mental Health.” Accessed 4 May 2017: https://www.musictherapy.org/assets/1/7/MT_Mental_Health_2006.pdf
Ryback, R., “Music’s Power Explained.” .” (posted Mar 2016). Psychology Today Online. Accessed 4 May 2017: https://www.psychologytoday.com/blog/the-truisms-wellness/201601/music-s-power-explained
Bergland, C., “Cortisol: Why “The Stress Hormone” Is Public Enemy No. 1.” (posted Jan 2013). Psychology Today Online. Accessed 4 May 2017:
Sloboda, J.A. and O’Neill, S.A. “Emotions in everyday listening to music.” In Music and Emotion: Theory and Research (Juslin, P.N. and Sloboda, J.A., eds) (2001) pp. 415–429, Oxford University Press. Accessed 4 May 2017: http://konecni.ucsd.edu/pdf/2003%20M-E%20Review%20MP.pdf
Rickard, N.S. “Intense emotional responses to music: a test of the physiological arousal hypothesis.” Psychol. Music (2004) 32, 371–388. http://journals.sagepub.com/doi/abs/10.1177/0305735604046096
Brown,S.etal, “Passive music listening spontaneously engages limbic and paralimbic systems.” NeuroReport (2004)15, 2033–2037. http://www.neuroarts.org/pdf/neuroreport.pdf
Davis, W.B. and Thaut, M.H. “The influence of preferred relaxing music on measures of state anxiety, relaxation, and physiological responses.” J. Music Ther (1989). 26, 168–187. https://academic.oup.com/jmt/article-abstract/26/4/168/866016/The-Influence-of-Preferred-Relaxing-Music-on?redirectedFrom=fulltext
Khalfa, S. et al., “Effects of relaxing music on salivary cortisol level after psychological stress.” Ann. N. Y. Acad. Sci. (2003) 999, 374–376. http://www.mpblab.vizja.pl/documents/publications/Khalfa_et_al_2003.pdf
Children with special needs, particularly older children and children whose special need is “invisible” to others, may have more of a struggle with the transition back to school. Children entering intermediate or middle school (grades 4-7) are likely to be moving into a new school building, merging with students from other schools in the district, and dealing with the social and emotional development challenges that come with the pre-teen years. This—in addition to living with attention deficit, Autism spectrum, or other learning disorders that are not visible to others the way physical disabilities are—can create a perfect storm of developmental chaos at the start of a new school year.
Whether you child is transitioning to a new school, a new grade level or both, there are steps you can take to ease the back-to-school burden for your child.
1. Plan Ahead with P.E.P. There are three main areas to address in planning your special child for the transition:
People: Before school starts, make arrangements for your child to meet with the people she or he will spend most of the day with: teachers, guidance staff, administrative staff, principal, school nurse and if applicable, the bus driver. Help your child understand who is the “go to person” for different concerns or questions that may arise.
Environment: The guidance or front office staff should be able to arrange a tour of the grounds—buildings, classrooms, recess/gym area, parking areas, restrooms, and the routes leading to and from the school building. Make note of areas that are off limits to students and explain why. If construction is taking place around the school, let your child know what to expect.
Personal Needs: Meet with instructors before school starts or during the first week to go over your child’s triggers/stressors, IEP, behavior plans and communication strategy between home and school.
2. Share Data. If anything has changed since the end of the previous school year, update your records and share this information with the school nurse, counselor or educators who will work most closely with your child. For example, coping strategies that may have worked during fifth grade but have changed in the months leading up to grade six. If there is any new testing data for your child, bring that to the school rather than relying on your healthcare team to fax it over.
3. Establish Goals. You may have long-term goals for your child (e.g., graduating middle school), but even typically developing teens don’t take the long-term view of what they need to accomplish and why. Break large goals into small, manageable objectives and celebrate their achievements along the way. Help your child connect objectives to the bigger goal by reminding them of how they are related. This can be done for each subject/class or for sports they enjoy. For example: Math homework may seem like busy work and pointless to your student. Help them understand how multiplying larger numbers will help them solve real problems like how many jerseys to order for 17 players who each need two jerseys in two different colors.
4. Share Personal Experience. Grown-ups forget what it was like to be an adolescent. Sure times may have been different, and we tend to see our past through rose-colored glasses. If you think about it long enough, you’ll recall experiences where you struggled, failed, overcame a challenge, etc. Even if you grew-up without the challenge of learning or other developmental challenge, you can find experiences to relate to you child to convey that you empathize and have, even walked in similar shoes as they are in now.
5. Make a Transition Book. During your meetings with teachers, take pictures of the rooms, hallways, and exterior of the school grounds. Work with your child to create a book with these pictures, label each area and what typically takes place there. Use a school map to reinforce special event procedures such as assembly, dances, and fire drills.
6. Review the Routine. Once your child has a schedule, review the routine for each day the night before. This is especially helpful if your child has a rotating A-B schedule, and changes classrooms/teachers during the day. Use the school map to label the location of classrooms, teacher’s name, etc.
7. Arrange Peer Socials. Before school starts and during the school year, arrange social outings so that your child can connect with friends they will be going to school with as well as friends from their old school. These can be simple get-togethers at the mall, movie night, meeting for an ice cream, or having a pizza at your home.
8. Go Digital; but Keep Hard Copies. Keep up to date print copies of IEPs, emergency procedures and other important documents on hand for times when you can’t access digital data. This also is a good idea for your child’s homework.
9. Expect Mistakes. Every child is going to forget homework, bring home a poor test grade, and struggle with peer relationships. Every situation has to be examined individually and determined if it’s an isolated event versus part of a bigger pattern. Yelling rarely works with any teenager. Talk through what did or did not happen that resulted in the situation. For example, did your child not study for the test? Did they express something in an inappropriate way? Were they caught in the crossfire with other kids? ~ Schools and teachers are going to make mistakes as well. Keep calm, be diplomatic, gather the facts, and know what you expect to happen before you show up at school with demands.
10. Reward Success. When your child (or their teacher or other school personnel) does something well, let your child know how you feel about their achievement—even if its as simple as bringing up a grade by few points or winning an essay contest. Point out specific things about their achievement that really stand out to you. Likewise, when the school is doing things right, they need to hear from you.
How to Prepare Your Child With Special Needs for the Back-to-School Transition (empoweringparents.com)
Tips for Helping kids with Special Needs Change Schools (childmind.org)
School Transitions for the Elementary Grades (autism-societ.org)
We hope it never happens to us, but the reality we all live with is the threat of a natural disaster or terrorist attack that could devastate the place we call home. For families with special needs children, emergency preparedness becomes even more critical because there is so much more that you have to mobilize to ensure the safety and care of your child.
A variety of resources are available to help you prepare in the event of a disaster. But there isn’t one plan for every family because of the great range in resources required for children with different types of special needs. We’ve outlined key steps you should focus on in preparing for your child’s special needs. You’ll also find more in depth resources listed at the end of this article.
Think about what kinds of supplies, medicines and assistance your family needs on an ordinary day. In the event of a disaster, you’ll need those resources ready to go and in place for at least 3 days on your own before rescue workers may be able to reach you. A few key questions to think about:
Part of your assessment of family needs is to learn as much as you can about local disaster response services. Some states and municipalities have a registration system for individuals with disabilities and intricate medical needs. Some local organizations you can call are:
In addition to survival basics such as food, water, emergency lighting and radio, first aid, and tools – you will likely need:
A personal support network goes beyond your immediate family and neighbors. In a disaster situation, you may not be able to reach them. It includes local associations specific to your family member’s special needs, medical providers, and personal care attendants. Cast a wide net so that in an emergency situation you can reach someone in your network. Even more importantly, these people will know how to reach you and look for you based on your evacuation and emergency care plan.
Review your plans at least once a year; twice if you live an area more prone to natural disasters or other type of -risk threat. Also, remember to:
Disaster can strike at anytime. None of us are out of range of threat and we all need to be prepared.
Emergency Preparedness for Children with Special Needs. Center for Children with Special Needs: http://cshcn.org/resources-contacts/emergency-preparedness-for-children-with-special-needs/
Resources for Emergency Preparedness and How to Organize Your Child’s Information
CT Department of Public Health: Resources for preparing young children and those with disabilities: http://cshcn.org/planning-record-keeping/
Connecticut Resource Guide for Including People with Disabilities in Disaster Preparedness Planning: http://www.ct.gov/ctcdd/lib/ctcdd/guide_final.pdf
Emergency Preparedness for Children with Special Needs Emergency Preparedness for Children with Special Needs (2013). https://blogs.cdc.gov/publichealthmatters/2013/07/emergency-preparedness-for-families-with-special-needs/
Red Cross: Disaster Safety for People with Disabilities: http://www.redcross.org/get-help/how-to-prepare-for-emergencies/disaster-safety-for-people-with-disabilities
Checklist for Children with Special Nutrition Needs: http://depts.washington.edu/cshcnnut/download/resources/disasterchecklist.pdf
FamilyVoices.org. Disasters and Emergencies: Keeping Children and Youth Safe: http://www.familyvoices.org/work/caring?id=0004