Supporting families to engage in music making with preschool children with profound intellectual and multiple disabilities at home: An interpretivist multi-case study

Abstract

Music therapists acknowledge the need to support families of children with profound intellectual and multiple disabilities (PIMD) to use music therapy strategies in home settings. Four families were supported by a music therapist to independently engage in therapeutic music-making at home with their child with PIMD over eight months. This multi-interpretivist case study analysed caregiver diaries, caregiver interviews, music therapist clinical notes and a reflexive journal to uncover the processes that supported the families. A thematic data analysis revealed a five-step process for supporting these families. This five-step process included the family observing and reflecting on music therapy practice, working as partners with the music therapist, engaging in joint-music making with the music therapist and their child, consciously observing subtle engagement cues from their child and then independently engaging in music-making with their child. This study provides a framework for music therapists to support families of children with PIMD in home settings.