therapy Archives - The Inside Press

(L-R) David Meyers and Sophia Tuohy, a music student from Armonk
PHOTO COURTESY OF DAVID MEYERS

David Meyers found his passion for teaching music to children with disabilities quite accidentally. Having spent most of his career in real estate, music was relegated to a side pursuit that he relished when afforded the time. In 2008, however, that all changed when he began teaching a youth music program at New York’s Patterson Recreation Center. Playing and writing music moved to the forefront of his focus as his career took an unanticipated turn.

A New Beat

As Meyers became acquainted with the learning style of today’s children, he saw that to resonate with his audience, he would need to devise his own curriculum. He explains, “I quickly found that kids no longer absorb music in the same way as when I was a student. Modern music is heavily electronic and lyrics are oftentimes not age appropriate.” As a result, Meyer’s unique “RockOnMusicSchool” technique was born. He created original music and developed a learning method that began with simple lyrics, accompanied by the most basic guitar string work that gradually advanced to intricate songs with chords requiring increasingly complex finger work.

Serving the Underserved

In teaching, Meyers found a renewed sense of gratification, saying, “It’s the first job I’ve had that isn’t just about the dollar and that is so personally fulfilling.” The role soon became even more meaningful when a friend approached him to give lessons to his son who has autism. Meyers adapted his mainstream curriculum and within a few months saw his new student develop confidence through music. That experience shaped Meyers’ music school. He says, “I made a personal commitment to cater to this audience. These children have a tremendous need for recreational opportunities and are such an underserved community. Music provides them with a creative and social outlet, while building self-esteem, fine motor and language skills.”

Meyers now teaches music lessons through organizations such as SPARC (Special Programs and Resources Connections) of Westchester County as well as through his RockOnMusicSchool, providing one-on-one sessions at students’ homes. “Conducting lessons in a child’s home is so beneficial to those with physical disabilities that may make it challenging to get out or those who thrive within the comforts of their own environment,” Meyers says. Lessons are fine-tuned based on each child’s unique abilities. As Meyers points out, “Depending on the child’s circumstances, we might select strings, drums or keyboard.” He also modifies lessons by focusing on specific skills such as developing eye contact, sounds or social cues. To engage the kids, he often writes “silly, personalized songs” to get them excited and motivated for playing music.

Marilyn Tuohy of Armonk has become accustomed to hearing Meyers’ fun lyrics throughout the hallways of her home. “My daughter Sophia has Down Syndrome and loves music, which led a friend to recommend David to us. He really knows how to interact with her and gets her engaged no matter what her mood. He brings all instruments including drums, shakes, the keyboard and guitar and always comes up with new songs that are so alive and appealing to kids. They learn the lyrics right away. After David leaves, Sophia as well as my two sons and even my husband are still singing! I’ve seen my daughter’s speech and fine motor skills develop as a result. She speaks slower and clearer and is always singing in the house.”

Music is known to have therapeutic qualities and Meyers agrees, explaining, “Music has a natural timing and rhythm that serves to encourage children to use their voice in response to appropriate cues. Songs have a built-in conversational script that is valuable for children who have social challenges. Students learn to manage frustration, gaining the understanding that it’s okay to mess up and that they will eventually advance. It’s all in their control. These are skills they will take with them into adulthood.”

A Satisfying Crescendo

Today, that first client that inspired RockOnMusicSchool’s mission is now proficient in keyboards, bass, drums and guitar and has developed a love of The Beatles. Meyers proudly reports that this student has also integrated into a mainstream music class. “Each child already feels the music inside of them–some just need guidance to get it out,” he adds as we wrap up our conversation. And, it seems that Meyers has mapped the path as he continues to encourage all children to find a love of music in their own unique way.

By Melissa B. Singer, Ph.D.

“My daughter has been working diligently and seeing a tutor yet she is still struggling academically.”

“My son was succeeding in school until seventh grade when the work became overwhelming despite spending hours on homework.”

“My daughter has been in therapy for quite some time but her symptoms have persisted and she is having trouble with her peers.”

These are but a few examples of the kinds of concerns I frequently hear as a clinical psychologist specializing in comprehensive psychological, cognitive, educational and neuropsychological assessment.

I believe that the goal of psychological assessment is to gain a thorough understanding of the whole child by using standardized measures, which provide unique information that cannot be obtained by simply talking to or observing a child.

Gathering this type of information allows me to not only understand cognitive weaknesses, but also identify a child’s strengths and optimal learning style. While uncovering psychological symptoms and making appropriate diagnoses is important, gathering information regarding the personality structure of a child is also essential. A comprehensive understanding provides a family with a roadmap for the most appropriate interventions to enable a child to achieve his or her highest potential.

So, what does testing entail? While different practitioners may take different approaches, in my practice, an evaluation always begins by meeting with the parents and possibly the child, depending on their age.

A meeting allows me to gather relevant information about the child’s educational, psychological, and medical history as well as current functioning in all areas. In addition, it is a good time to clarify the specific questions the parents and any professionals involved with the child would like answered–which allows me to develop an individualized assessment for that particular child. Parents and the child can also use this time to ask questions about the testing process. Following the meeting, the family is sent home with questionnaires, since obtaining information from teachers and parents is an essential part of the assessment. The testing part of the evaluation then takes place over the next few weeks.

My evaluations typically include between 7-12 hours of testing, depending on the age of the child and the referral questions. While that may seem like a lot of time, it is necessary in order to thoroughly assess IQ, achievement, underlying cognitive abilities such as attention, information processing, executive functions, memory and language functions, as well as personality structure and current symptomatology.

The testing is typically broken down into two to four sessions depending on the age and temperament of the child, with breaks for lunch or snacks. Once complete, I begin the process of writing a comprehensive, integrated, interpretive report that answers referral questions and clearly explains the findings. In addition, I include a full Appendix with all test scores, which allows parents to enlist other professionals to review and interpret the scores if they wish.

Specific and detailed recommendations for intervention and treatment are essential to assist parents with utilizing the findings in a concrete manner to help their child. These recommendations might include services, modifications or accommodations within the school, possibly as part of an Individualized Education Program (IEP) or 504 Plan.

Services outside of school might also be recommended, such as cognitive remediation or psychotherapy. In addition, helpful and specific strategies may be suggested to professionals working with the child, such as treatment goals for therapy or interventions within the classroom. In some cases, a medical or psychiatric evaluation may also be recommended.

As a parent myself, I know how eager families are to get the results! Therefore, I complete all reports within four weeks of the final testing date. At that time I schedule a meeting with the family to review the findings and walk through the entire report together. This provides the parents with an opportunity to ask questions and clarify anything in the report that they do not understand.

At the parents’ request, I might speak with other clinicians or school personnel working with the child. With the parents’ permission, I also like to have a brief meeting with the child to explain the findings to them in an age-appropriate manner. I have found that most children express feelings of relief and optimism when they realize that not only their problems, but also the strengths and resources they have to draw on, have been identified. For me, this is often the most rewarding part of the process.

Melissa B. Singer, Ph.D. is a clinical psychologist in Mt. Kisco, New York. She specializes in comprehensive psychological, cognitive, educational and neuropsychological assessment for children and adolescents. For more information, visit www.melissabsingerphd.com