Developing a Music-Based Selective Attention Training Program for Toddlers with Developmental Disabilities

Abstract

Abstract The purpose of this article was to describe the development of a music-based selective attention training (MSAT) program to improve selective attention in toddlers with developmental disabilities. Selective attention is the ability to attend despite distractors, and it is a developmentally appropriate skill for toddlers because they have the neural connections to begin selectively attending. Music can potentially impact selective attention due to overlapping neural processing areas for both selective attention and music engagement (i.e., listening to and playing music). The MSAT program development involved several steps, including observations, reviewing literature to outline the Therapeutic Function of Music (TFM), participating in training, offering parent and teacher information sessions, designing session evaluation forms, and facilitating 19 weeks of group and individual sessions at an early intervention setting. Program development resulted in an MSAT program manual designed to improve selective attention in toddlers with developmental disabilities. The clinician found that specific auditory and visual distractors that are familiar and preferred by toddlers could be used to practice selective attention. Introducing distractors at predictable time points within the music experience gave toddlers multiple opportunities to practice ignoring the distractors and focusing on the target task. Evaluation of this MSAT program, its utility for stakeholders such as music therapists and early childhood professionals, and implications for the development of future music-based programs in early intervention are discussed.