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working relationships with other disciplines, communicating with other departments, and collaborating with team members in designing and implementing interdisciplinary treatment programs. Practicing music therapists often collaborate with parents and caregivers, occupational therapists, medical personnel, speech therapists, and educators, among others (Register, 2002). Successful collaboration requires commitment, knowledge of each every team member’s goals and classroom practices, and strategies that work.

existing sessions and supplemented with electronic communication. This model is extremely efficient and maximizes the use of electronic communication while still having some face-to-face time. A parent has a new communication system using an iPad for their child and wants to incorporate the system into music therapy sessions. The parent emails the music therapist information about the system and requests to meet a few minutes before the session to orient the music therapist to the new device. The music therapist e-mails the parent a list of items to add to the device prior to the music therapy session. The parent, music therapist, and client meet prior to the session to work with the new device. The music therapist is able to incorporate the system into sessions because items used in the session plan are already on the device.

Approaches for Collaboration Sharing Collaboration can require varied amounts of time depending upon the desired outcome. Many people may be hesitant to collaborate because of the perceived time commitment. Some collaborative projects may involve intensive planning and time, while others can take place with brief communication. The following scenarios show three different approaches to Electronic Communication. Electronic communication collaboration. A strong collaborative environment often is an efficient and effective way for everyone to get uses all three approaches. information quickly, share ideas, and get on the same page when co-treating. Even the briefest interaction can Lengthy Meetings. Some collaborative processes result in improved services. require a significant time commitment. Professionals may



need to schedule separate meetings for sharing expertise, document review, and planning. While this model is the most time consuming, it can have a strong impact on service delivery.


A special education teacher is working on a science unit in his classroom. He e-mails the music therapist the theme for the week, and she replies with some ideas for activities. They communicate back and forth briefly about specific topics to include in the music therapy session. At the session, the music therapist is prepared with a recording of some of the songs from the session that the teacher can use throughout the week.

A music therapist and special educator are working together on a project to demonstrate service delivery to a special education administrator from the state department of instruction. The music therapist and special educator review each student’s IEP and determine common goals to address in the sessions Inter-Strategies for Collaboration that will be observed by the administrator. Both dependency With a few simple strategies for collaboration, music professionals bring ideas for experiences and therapists can increase the efficacy and efficiency of our activities and work together in the meeting to develop services. Jellison (2015) presents and describes several the session plan based on their mutual expertise. important ideas to consider when participating in the Materials are shared back and forth via e-mail prior to collaborative process. The main ideas are presented the session. The administrator attends the sessions below: where the music therapist and special educator are working together to address the IEP goals and objectives of the students. Short Meetings. Many collaborative experiences can take place via shorter meetings that are added on to

imagine 7(1), 2016

1. Request notification of meetings and documentation. 2. Prioritize problems and needs. 3. Attend meetings.


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imagine 2016  

In this issue, over 70 authors from 12 countries share their dedication and passion for early childhood music therapy with imagine readers....

imagine 2016  

In this issue, over 70 authors from 12 countries share their dedication and passion for early childhood music therapy with imagine readers....