Rehabilitation
At Home Rehabilitation Exercises
Last Updated:
48- Rhythm Matching
LEVEL 1 - With the student sitting in front of you, tap out a simple, two-step rhythm several times with your hand on the table (tap-delay-tap-tap). Allow the student to see what you are doing and explain it verbally. Ask the student to join you in doing the tapping and then allow the student to proceed on his or her own. Provide guidance, including physical assistance, as necessary.
LEVEL 2 - Increase the complexity of the rhythm that you ask the student to imitate, using perhaps a 3 or 4 step rhythm (for example, tap-tap-delay-tap-delay-tap). Still allow the student to see what you are doing and explain your actions. Have the student do the tapping with you initially. Then vary the speed you deliver the patterns and require the student to imitate.
LEVEL 3 - Continue as above but ask the student to turn his or her chair around so that the student can no longer rely on vision, but can only rely on his or her auditory processing. Ask the student to explain the rhythm.
LEVEL 4 - Obtain music that has a clear and consistent rhythm. “Marching” music, such as that of John Phillip Susa is an example. As the music plays, help the student recognize the rhythm and together tap hands on the table to the beat. Withdraw your hand and allow the student to proceed on his or her own.
LEVEL 5 - If the student played an instrument (no matter how well!) prior to the injury, take out the instrument and encourage the student to play. Making any sounds on a rhythmic basis is adequate at first. Slowly review what the student had learned about music and the instrument before the injury. Encourage playing of the instrument (at any level) on a daily basis. If the student can read music, encourage to student to play in that fashion. Be patient and always encouraging. You will not find a better cognitive stimulation activity than generating music, particularly if reading music is involved. This also serves as an outlet for stress and has the potential to build confidence.
Taken from Tasks for Home-Based Cognitive Stimulation Program, the Traumatic Brain Injury Model System at the University of Alabama at Birmingham, Dept. of P M & R, Birmingham, AL. © 1998-2003 University of Alabama at Birmingham