Beamz Therapy Guide...treatment sessions in their agencies. Therapists should register as a Beamz Therapy Guide user in order to receive notifications of updates and additional resources

© 2014 Beamz Interactive, Inc. BTG.Intro.RevA

Beamz Therapy Guide:Protocols and Resources for Clinicians

Aurora Crew, CTRSRhonda Nelson, PhD., CTRS, MT-BC

© 2014 Beamz Interactive, Inc.

All Rights Reserved. The Session Forms, Worksheets and Handouts provided with the specific protocols included inthe Beamz Therapy Guide may be reproduced for individual use in serving clients and leading client activities. Noother parts of this guide may be reproduced or transmitted in any form or by any means electronic or mechanicalwithout permission from Beamz Interactive, Inc.


About the Authors

Aurora Crew, CTRS is currently the Director of Therapeutic Recreation at Waverly Heights, a ContinuingCare Retirement Community in Gladwyne, PA, however her work with older adults spans several years ina variety of settings. In addition to her responsibilities as a therapist and manager, Aurora frequentlyprovides clinical supervision and mentorship to both students and professionals. Aurora received herBachelor of Science in Therapeutic Recreation from Temple University, and is currently working towardher Masters of Science in Recreation Therapy. Aurora is committed to professional involvement and isvery involved in professional leadership and service.

Rhonda Nelson, Ph.D., CTRS, MT- BC is an Associate Professor in the Department of RehabilitationSciences at Temple University and also serves as Program Director for the Therapeutic Recreationprogram. She is certified as both a recreation therapist and music therapist and has extensiveexperience working with diverse clients in a variety of settings including long term care facilities,community based programs, physical rehabilitation hospitals, inpatient behavioral health and forensictreatment, oncology/hospice services and school-based programs for children. Rhonda holds a B.M.E inMusic Education/Music Therapy from Wartburg College, and both a M.Ed. in Therapeutic Recreation anda Ph.D. in Health Studies from Temple University.

Contributors

Editorial ContributorGretchen Snethen, Ph.D., CTRS is an Assistant Professor in the Department of Rehabilitation Sciences atTemple University. Her professional experience consists of direct and managerial work with youth andadults with mental illness, and her research focuses on using recreation as a facilitator for increasedfunctioning and independent community participation in adults with psychiatric disabilities. Gretchenreceived her BA in English from the University of Kansas, her MS in Recreation Therapy from EastCarolina University and her Ph.D. in Leisure Behavior from Indiana University.

Music & Technology ContributorAl Ingallinera, Jr., MBA is currently the Vice President of Marketing and Product Management for BeamzInteractive, Inc. He collaborated with the Beamz Therapy Guide editorial team to refine the use of theBeamz interactive music technology and lead product definition to create new tailored interactive musiccontent for use with this guide. Al has extensive experience developing and marketing technologyproducts for consumers, business and specialized healthcare applications. Al earned his MBA from theRobert H. Smith School of Business at the University of Maryland and received his BBA from theUniversity of San Diego.

If you have questions or comments related to content in the Beamz Therapy Guide or use of the Beamzwith clients, contact a member of our team at: www.thebeamz.com/btg/contact-us.


We would like to thank the following agencies for partnering with us in this project:

Brandywine Hospital, Coatesville, PA (Behavioral Health)Children’s Specialized Hospital, New Brunswick, NJ (Pediatric)

Help-U-Bridge, West Chester, PA (Community Intellectual Disability & TBI)Inglis House, Philadelphia, PA (Physical Disability, Long Term Care)

Madelyn & Leonard Abramson Center for Jewish Life, North Wales, PA (Geriatric LTC)NJ Clubhouse, Woodbury, NJ (Traumatic Brain Injury Day Program)The Philadelphia Protestant Home, Philadelphia, PA (Geriatric LTC)

SPIN, Inc., Philadelphia, PA (Developmental Disabilities Day Program)Temple University Hospital, Philadelphia, PA (Physical Disability, Short-Term Rehab)Temple University Hospital, Episcopal Campus, Philadelphia, PA (Behavioral Health)

Voorhees Pediatric Facility, Voorhees, NJ (Pediatric)Waverly Heights, LTD., Gladwyne, PA (Geriatric LTC)

Specifically, we would like to thank the following therapists for providing their clinicalinsights throughout the protocol development process:

Rachael Borders, BS, CTRS, CBISJessica Buck, CTRSPatrick Cahill, CTRS

Joanna Cato, TR StudentTiffany M. Coleman, CTRS

Bettyann Cramer-Manchin, CTRSVictoria Crumbie, CTRS

Amanda Gilkey, ADCSarah Heagey, CTRSToni Hinkle, CTRS

Jennifer Honeyford, CTRSStefanie Lechner, TR Student

Jae Lee, CTRSRyann Lynch, MT-BCBrigid Lyons, CTRS

Virgina Maciocha, CTRSSandy MacMillan, BS, CTRS, CBIS

Melissa McCulley, CTRS, CCLS, MHANicole Moffatt, CTRS

Christine Newns, CTRSThuy Nguyen, CTRS

Mary Orr, CTRSAlexis Ramagnano, MT-BC

Debra Pakstis, CTRSKwyungwoo Park, B.S. Therapeutic Recreation

Catherine Parker, Music Therapy StudentDean Parker, CTRS, MS

LaToya Shaw, B.S. Therapeutic RecreationShannon Tolan, CTRS

Diane E. Williams, M.Ed., CTRS

© 2014 Beamz Interactive, Inc. BTG.P.FTL.RevA

Overview of the Guide

This guide is intended to be a professional resource that can enhance the practice of therapistswho work with clients in diverse settings. The protocols have been designed to assist therapistsin quickly identifying creative ways to structure and adapt treatment sessions that incorporateuse of the Beamz. Additional resources are provided to help therapists identify relevantresources and measurement tools that will assist in measuring client progress and documentingtherapeutic outcomes.

Guide Format

Recognizing the uniqueness of different settings, clientele and clinical approaches, this guidehas purposely been designed as a dynamic document that can grow and evolve over time. Withthe ongoing advances that occur in healthcare and human service delivery, this format enablesusers to add updates and new sections as they are developed and released to ensure therapistsare able to work from the most current information available.

The binder format also allows for individual user flexibility. Users have the option to reorganizematerials so that frequently used items can be stored together. Since it is anticipated manytherapists will carry the guide with them to treatment sessions, some may also want to create asection in the manual to store client session reports or other documents needed duringtreatment.

Guide Development

This guide was created with input from several therapists who work in settings with diverseclient populations. As each of the protocols and corresponding session forms were developed,they were shared with therapists at partnering agencies. These therapists used the protocolsduring client sessions and then provided feedback based on their professional experience. Thisprocess contributed greatly to the development of a guide that allows users to benefit from theinsight of colleagues who have used these resources to achieve positive client outcomes intreatment sessions in their agencies.

Therapists should register as a Beamz Therapy Guide user in order to receivenotifications of updates and additional resources as they become available.

Register online at: PROVIDED WITH GUIDE.

Since individual therapist use and personalization are encouraged, special volumelicensing pricing is available for organizations that wish to provide Beamz Therapy

Guides to multiple staff members.

Information is available at: PROVIDED WITH GUIDE.


The guide was developed with intent to benefit therapists working in a variety of settings.Therefore, some protocols may not be appropriate as written for every therapist’s professionalpractice. While potential goals and outcomes are suggested, therapists should use their ownclinical judgment to determine which protocols will work best for their agency and the clientswith whom they work.

Special Features

In addition to the session protocols, there are a number of tools to assist therapists in using theBeamz with clients. The Potential Goals and Outcomes Grid is designed to assist therapists inselecting protocols that align with targeted client outcomes. Included in the grid are a numberof blank spots. This allows for therapists to further tailor the manual, by identifying the mostrelevant goals for his or her agency and clinical population. Additionally, each individualprotocol also has an associated goal grid in which therapists can add specific goals.

The Suggested Measurements Tools resource offers a list of potential measurement tools toassess baseline functioning and client outcomes that may be achieved after a series of Beamzsessions. This list is provided as a resource to help clinicians connect the individual Beamzprotocols to broader clinical goals. This list is not comprehensive, but may serve as a startingpoint for therapists who may not currently use assessment tools for those domains. Therapistsare encouraged to use additional tools as appropriate. Links for more information on some ofthese tools are available at: PROVIDED WITH GUIDE.

Some of the protocols have corresponding Session Forms that have been developed to makedocumentation easier. Most of the forms include examples of how they might be completed.However, therapists are encouraged to customize these tools for their setting and practice.While hard copies are provided in this guide and may be copied for use in client sessions, theseforms are also available online for download at: PROVIDED WITH GUIDE.

Although specific music recommendations are provided for most protocols, the Song Index inAppendix A is an additional resource to assist therapists in identifying music selections thatbest align with client preferences and specific protocol activities. This list includes notationsabout each song’s musical style, tempo, artist, use of vocals, karaoke options and level ofvariation. This song index list is also available online as an Excel file for download at: PROVIDEDWITH GUIDE so that therapists may tailor as needed for use with clients. Additionally, theInteractive Music Glossary in Appendix B provides definitions of the various interactive songtypes, terms used in Appendix A and trigger types used in the Beamz Player software.


Navigating the Protocols

Each protocol is structured using the same format and includes the following sections:

Possible Goals: The cognitive, physical and social/emotional goals identified represent primarygoals that may be addressed using the outlined procedure. Therapists may identify additionalgoals that could be addressed by the protocol, therefore, additional blank spaces are availableto add agency specific goals.

Staff Requirement: The staffing ratio needed to implement the protocol as it was designed isspecified. When adaptations exist for both individual and group sessions, this is noted.

Setting: Environmental considerations that are important for successful protocolimplementation are listed and/or described.

Duration: While length of sessions will vary based on multiple factors (client skills and attentionspan, facility treatment session structure, etc.) the recommended session lengths are givenbased off recommendation from practicing therapists.

Music Suggestions: Each protocol contains a list of music suggestions. When the option forclients to choose music they enjoy is specified, therapists should use the Song Index inAppendix A for assistance in quickly exploring music that aligns with the treatment protocol andclient preferences.

Procedure: Step by step instructions are provided for each protocol to enable the therapist toidentify important tasks that should occur. Suggestions of how content and activities may bepresented to clients are also offered. The procedures have been written to be inclusive ofdiverse settings, so individual therapists may need to slightly revise certain steps to better alignwith their professional practice.

Adaptations: Suggestions on how the basic procedure can be adapted to address differentgoals, appeal to specific client groups and/or introduce variety to a session are included foreach protocol.

Join the Beamz Therapy Community!

In an effort to build a vibrant network of professionals who are using the Beamz withclients, and to continue development of new protocols and resources, therapists are

encouraged to provide general feedback, share their success stories, offer ideas for newprotocols or adaptations to existing protocols, and engage in idea sharing with

colleagues at PROVIDED WITH GUIDE.


Potential Goals and Outcomes GridThis table identifies some of the goals that can be addressed with the Beamz. You may be able to identify

additional goals that align with the attached protocols. For this reason, we are providing blank spaces so that youcan shade in boxes that correspond with the activities that address the goals you have identified.

Beam

z Int

ro

Follo

wTh

e Le

ader

Song

Writ

ing

Rhyt

hm &

Mov

emen

t

Nam

e Th

at S

ound

DJ D

ance

Par

ty

Beam

z Mem

ory

Mat

ch

Hand

Cho

reog

raph

y

Moo

d M

usic

Cont

inuo

us T

imed

Pla

y

Soun

d M

atch

Team

Fre

e Pl

ay

Song

Str

etch

Tune

Triv

ia

Beam

z Con

cert

Cognitive GoalsAttentionConcentrationFocusFollowing DirectionsNew LearningMemoryProblem SolvingReading ComprehensionSequencing

Physical GoalsEnduranceFine MotorGross MotorRange of Motion

Social/Emotional GoalsCreative ExpressionDecision MakingEmpowermentGeneral Social SkillsInterpersonal Relating SkillsListeningSelf-ConfidenceSelf-ExplorationTeam WorkVerbal Expression


Beamz Intro

Possible Goals:

Cognitive Physical Social/EmotionalConcentration Fine Motor Self-ExplorationNew Learning Gross MotorMemoryProblem Solving

Staff Requirement: One therapist

Group Size: One-on-One with possible adaptations for groups

Setting: Private treatment room, client room, or other area with limited distractions

Duration: 10-30 minutes (depending on client interest and ability)

Music Suggestions: 3AM Blues, Beamz Suite, Beyond The Sea-Jam, BlueGrass Song, BrassKnuckles, Café Carnival, Classique, Gathering Of The Tribes, Green Onions-Jam, Honky TonkHoedown, Pharaoh’s Remix, Take Five-Jam, Twist And Shout-Jam

These songs include popular instruments and can serve as great “starter” songs for clients new tothe Beamz.

Procedure:

1. Connect the Beamz unit to either the computer or Apple device in advance of thesession in a quiet space where there are limited distractions. Choose a song fromthe music selections above, selecting a song from a genre of music that may be ofinterest to the client and/or a song that includes an instrument of particular interestto the client (refer to Song Index in Appendix A to review the complete song list).

2. Tell the client you have something new to show them that will allow them toparticipate in making music while also meeting some of their goals. Indicate thatyou will be doing a more structured activity later, but want to begin byintroducing the equipment first.

3. Explain that the unit works by connecting to selected music on the computer oriPad. It emits sound once the beam of light from the laser is interrupted or oncethe beams are touched on the iPad or computer. Give a demonstration of thiswhile saying it.

4. If applicable to the session’s main activity, introduce the rhythm button toindicate that music can be played to accompany the instruments.


Follow The Leader

Possible Goals:

Cognitive Physical Social/EmotionalAttention Fine MotorFocus Gross MotorMemoryProblem SolvingSequencing


Group Size: One-on-One with a suggested adaptation for a small group

Setting: Quiet space where there are limited distractions

Duration: 10-20 minutes

Music Suggestions: Name That Sound songs, Blue Suede Shoes-Jam, Café Carnival, Fun FunFun-Jam, Green Onions-Jam, Haunted, Honky Tonk Hoedown, Margaritaville-Jam, Rock Star,Shout-Jam, SOS-Jam, Take Five-Jam, That’s A Rap

The instruments within these songs do not vary throughout the rhythm track; to increasecomplexity, experiment with songs that include “simple” variation.

Procedure:

1. Set up the unit and decide on the music in advance of the session. If it isanticipated you will be using longer sequences, it is suggested that sequences bedeveloped and written down in advance of the session. This will allow you as thetherapist to be able to focus on the response of the client, instead of onremembering the correct beam sequence. Sit adjacent to the client, instead ofacross from the client, so that the sequence is clearly visible. Use the attachedsession forms to record client response and take general notes during the session.

2. Explain the activity to the client. “I will be playing different sequences orinstrument patterns with the lasers, and I would like you to repeat back what I amdoing. The sequences will start off short and will get longer as we progressthrough the activity. If you feel as though you are uncomfortable with the pace ornumber of the beams played in the sequence, please let me know.”

Start by playing one beam, and having the client repeat that. If successful, progress to twobeams in the sequence. If unsuccessful, repeat the exercise using

© 2014 Beamz Interactive, Inc. BTG.P.FTL.SF1.RevA

Follow The Leader

Session Form 1

Instructions: Use this form to record any general information from the session.Use a new form for each session with the client.

Client Name:_______________________________ Date:_______ Session #:___

Beams inSequence

Pages inSequence

Client Response Level ofAssistance

PercentageCorrect

5 2 Remembered first 4 beams,missed page change

Minimalverbalcueing

4/5 – 80%

General Session Notes:

© 2014 Beamz Interactive, Inc. BTG.P.FTL.SF2E.RevA

Follow The Leader

Session Form 2 EXAMPLE

Instructions: Fill in items that you would like the client to remember throughoutthe session, then notate the client’s ability to recall them after 5 minutes, 10minutes, 15 minutes, and at the end of the session. At the start of the session,inform the client that you would like him/her to remember the desired information(e.g. “We’re going to do an activity called ‘Follow The Leader’, and I’d like you toremember the name of the activity.”).

Client Name: John Smith Date: 8/28/2014 Session #: 1

Item to Remember(E.g. Name of the game, specificinstrument, first sequence, etc.) 5 Min. 10 Min. 15 Min. End

Name of the Game: Follow the Leader X X X X


First instrument: Guitar X X -- --


First Sequence: Guitar, piano -- -- -- --

Additional Notes:

© 2014 Beamz Interactive, Inc. BTG.P.RM.RevA

Rhythm & Movement

Possible Goals:

Cognitive Physical Social/EmotionalFocus Endurance Creative ExpressionFollowing Directions Fine Motor Self-ExplorationSequencing Gross Motor


Group Size: 3-10 clients

Setting: Large activity or treatment room. This activity may get loud, so choose an area wherenon-participants are less likely to be disturbed by the music.


Music Suggestions: Drum Circle – Congas, Drum Circle – Field Drum, Drum Circle –Orchestral Percussion

Drum Circle songs have a silent rhythm track; when using these songs on a PC computer the“Rhythm” button will display greyed out; when using with iOS devices or a MAC computer, the“Rhythm” button will display as normal and when pressed, will highlight and initiate the silenttrack.

Additional Supplies: Small drums and assorted rhythm instruments. If these items are notavailable, table tops, laps and hand-clapping may be used, or rhythm instruments can be createdout of everyday items.

Procedure:

1. Set up the room so that chairs are in a circle, and the Beamz unit is a part of thecircle. Instruments should be set up either in the middle of the circle, or justoutside the circle. The group should occur in an area where the door can beclosed, if possible, to prevent disruptions to those not participating in theactivity.

2. As clients enter the room, ask them to choose an instrument from the selectionoffered, and sit in the circle.

3. When all clients are seated in the circle, play a pattern using drums from theDrum Circle songs. Ask clients to play the rhythm back using the instrumentsin their hands. Continue playing different drums using the Drum Circle,creating rhythms, and having clients play them back.

© 2014 Beamz Interactive, Inc. BTG.P.NTS.SFGS.RevA

Name That Sound

Possible Goals:

Cognitive Physical Social/EmotionalAttention EmpowermentMemory Team WorkProblem Solving Verbal Expression


Group Size: One-on-one or group of 4-10 clients

Setting: General activity space

Duration: 20 minutes

Music Suggestions: Name That Sound – Country, Name That Sound – Jazz, Name That Sound– Orchestra

Name That Sound songs have a silent rhythm track; when using these songs on a PC computerthe “Rhythm” button will display greyed out; when using with iOS devices or a MAC computer,the “Rhythm” button will display as normal and when pressed, will highlight and initiate thesilent track.

Procedure:

1. For a group session, arrange the seating in a circular formation, with the Beamzunit and iPad or computer included as a part of the circle. It is integral to thesuccess of the activity that the clients are not able to see the screen of the iPador computer. If the activity is conducted one-on-one, the therapist should sitacross from the client with the Beamz unit in between and the computer oriPad screen facing the therapist.

2. Explain that you will be playing a musical guessing game during which aninstrument or sound will be played, and the client(s) will need to correctlyidentify the sound.

© 2014 Beamz Interactive, Inc. BTG.P.NTS.SFGS.RevA

Name That Sound

Session Form: Group Session

Clients (indicate team if applicable):_____________________________________

__________________________________________________________________

__________________________________________________________________

Record the name of instrument, if cues or prompts were needed, and if the correctanswer was given. Finally, record which team provided the correct answer.

Instrument/Sound Prompts/Cues CorrectAnswer

Team Number ofAttempts Required

Bongo None Yes BlueTeam

2

© 2014 Beamz Interactive, Inc. BTG.P.HC.MOVE.RevA

Hand Choreography

Possible Goals:

Cognitive Physical Social/EmotionalConcentration EnduranceMemory Fine MotorReading Comprehension Gross MotorSequencing


Group Size: One-on-one with suggested adaptations for groups

Setting: Private area with limited distractions.


Music Suggestions: Allow client to choose music of interest, using the Song Index in AppendixA for guidance.

Procedure:

1. Set up the Beamz unit in a private area with limited distractions, and sit eithernext to your client or across from him/her.

2. Explain to the client that they will be creating a hand choreography (or handdance) to go along with the Beamz music that they enjoy, but that you willbegin by introducing some basic hand choreography moves. Explain that theyare not limited to the movements that you show them.

3. Allow client to choose music of interest.

4. Incorporate a combination of hand choreography moves (described on the“Hand Choreography Movements” page provided). For the first session, orwhen client is first learning the different moves, have them complete 5-10repetitions of each movement so that they can gain comfort and familiarity.

5. As client develops competence and confidence with different movements, thetherapist should play the background rhythm and model a choreography “handdance”, shifting fluidly from move to move.

6. For more advanced clients, allow them to create their own hand choreography,and make notes on the different movements incorporated in the choreography.At a later date, see if client can replicate their hand choreography.

© 2014 Beamz Interactive, Inc. BTG.P.HC.MOVE.RevA

Hand Choreography

Movements

These movements can be done simultaneously not only by the individual playing the Beamz, butalso by other group members.

Hand choreography movements could include, but are not limited to:

The Wave Move hands in a wave-like manner, hitting one or both lasers on each side.The Flip Start with the palm facing down, and the back of the hand facing upward.

Turn the hand 180 degrees so that the palm is facing upward and the backof the hand is down.

The Chop Place one straight hand perpendicular to the lasers, and bring it up anddown to hit both lasers on one side.

The Robot Place both hands perpendicular to the lasers, and alternate bringing themup and down to hit both lasers on both sides.

Fists Make hands into fists, then open them, interrupting the beam of the laserwith the fingertips.

Spirit Fingers Wiggle fingers hitting at least one laser at a time.Plucking Create a plucking movement with the fingers, as if plucking on a guitar

string, curling one finger at a time and bringing it in toward the palm.DJ Scratch Move hand as if pulling a record back and forth similar to what a DJ would

do.Knocking Make a fist with the hand and do a knocking motion into a laser by

bending the wrist.Drumming Flatten and straighten hand and move up and down similarly to beating on

a drum. Move hands through one or both lasers on each side in rhythmwith the background rhythm.

Finger touches Place thumb directly below a laser and touch each finger to the thumb, oneat a time, intercepting the laser each time.

Pointing Make a pointing motion with the index finger, and move it through thelaser.

Pushing Hold hand out in front of the body (palm out, back of hand parallel withbody), and make a pushing motion through the lasers, hitting both lasers onone or both sides.

Swimming Hold hands out, perpendicular to the lasers with pinky fingers on top andtheir thumbs on the bottom (palms should be facing away from each other),and make a movement similar to the breast stroke through the lasers oneach side of the unit.

© 2014 Beamz Interactive, Inc. BTG.P.MM.RevA

Mood Music

Possible Goals:

Cognitive Physical Social/EmotionalCreative ExpressionGeneral Social SkillsInterpersonal Relating SkillsSelf-Exploration


Group Size: One-on-one, or small group

Setting: A private area with limited distractions


Music Suggestions: Allow client to choose music that suits their mood using the Song Index inAppendix A.

Procedure:

1. Sit across from the client, and begin the session by asking about their mood atthat particular moment. Ask them to use the mood rating scale to rate theirmood, and write down or verbalize three words that describe their currentemotions.

2. Ask the client to use the Apple device or computer to find music that they feelfits and/or expresses their mood, and have them play that music for a fewminutes.

3. Next, ask the client to pause and reflect for a moment about their mood and thereasons why they may currently feel the way they do. Ask them to describehow the music they chose represented their mood.

4. Allow the client to continue to play music that represents how they are feeling,and encourage them to switch music if their mood changes during the course ofthe session.

5. At the end of the session, ask the client to once again fill out the mood ratingscale, and verbalize or write three current emotions. Discuss the end of sessionresults with the client, noting any possible mood changes or lack of changes.This may potentially lead to a discussion about coping, stress management,anger management, and external factors that impact mood.

© 2014 Beamz Interactive, Inc. BTG.P.MM.PASE.RevA

Mood Music

Pre-Activity ScaleExample

Client Name: Mary Jones Date: 10/06/14

My mood right now is:

1Negative

2 3Okay

4 5Positive

Three emotions that describe what I’m feeling are:

1. Sad

2. Angry

3. Tired

© 2014 Beamz Interactive, Inc. BTG.P.MM.POSTASE.RevA

Mood Music

Post-Activity ScaleExample

Client Name: Mary Jones Date: 10/06/14

My mood right now is:

1Negative

2 3Okay

4 5Positive

Three emotions that describe what I’m feeling are:

1. Energetic

2. Creative

3. Free

© 2014 Beamz Interactive, Inc. BTG.P.SS.PM.RevA

Continuous Timed Play

Possible Goals:

Cognitive Physical Social/EmotionalFocus Endurance Self-Exploration

Fine MotorGross Motor


Group Size: One-on-One

Setting: Private area with limited distractions

Duration: 15 minutes for first session (5 minutes for setup/breakdown, 10 minutes forcontinuous play), time will presumably increase with each session.

Music Suggestions: Allow client to use the Song Index in Appendix A to choose music thatmotivates them.

Additional Supplies Needed: Table and timer/stopwatch

Procedure:

1. Set up the Beamz unit in a private area with limited distractions and sit next tothe client. Set up the computer or Apple device so that the client can see thescreen.

2. Allow the client to choose a fast tempo song of their liking. Explain that theywill be playing the Beamz continuously without break for as long as they can.The suggested session time for the first session is ten minutes, but this mayvary depending on client.

3. Encourage the client to begin to move their arms through the Beamz unit tothe beat of the music. The duration of participation (continuous play) will bemeasured by timing each interval as soon as the client begins to move theirarms. If client pauses at any time, ask “Can you continue playing?” or “Doyou feel you need to stop?” This will cue the client to continue/reengage inplaying or identify whether they are fatigued or disinterested.

4. When the client indicates they are choosing to stop, record total length ofcontinuous play. If the client chooses to stop before meeting the desired 10-minute session limit, the total time of participation should be recorded as wellas the reason for discontinuing the activity. Explain to the client that the goal

© 2014 Beamz Interactive, Inc. BTG.ADIXC.RevA

Tune Trivia

Possible Goals:

Cognitive Physical Social/EmotionalAttention Team WorkFocus Verbal ExpressionNew LearningMemory


Group Size: Any size

Setting: Activity or treatment room


Music Suggestions: All You Need Is Love-Jam, Before He Cheats-Jam, Boom Boom Pow-Jam,Celebration-Jam, Forget You-kJam, Funkytown-Jam, Green Onions-Jam, Hollaback Girl-Jam, ILike It I Love It-Jam, I Like To Move It-Jam, Ice Cream Freeze-Jam, If I Die Young-Jam, In daClub-Jam, Mahna Mahna-Jam, Mean-Jam, Rock Your Body-Jam, SOS-Jam, Superstition-Jam

Procedure:

1. In advance of the session, decide what songs will be used during the session.Use the links provided on the Tune Trivia Information Sheet to find trivia andfun facts about the artist. Print if needed, and use the information provided todevelop 2-5 trivia questions for each artist, based on the cognitive level of theclients (e.g. “What is Carrie Underwood’s home state?”; “Is CarrieUnderwood’s home state Texas, Pennsylvania, or Tennessee?” or “True orFalse: Carrie Underwood is from Tennessee?”).

2. Set up the room in a general activity space (if working with a group), or in aquiet, private space if working one-on-one. Place the Beamz on a table withscreen of Apple device or computer facing the group leader. Ensure thatclients cannot see the screen. Position clients in semi-circle if in a group, oracross the table if one-on-one.

3. Select a song from the Master Song List, and play the rhythm. Ask clients toidentify the name of the song or the name of the artist, or both.

4. Once the song is correctly identified, ask some trivia questions about theartist, or read some of the fun facts. Provide prompts, cues, andencouragement as needed.

Documents

Beamz Therapy Guide...treatment sessions in their agencies. Therapists should register as a Beamz Therapy Guide user in order to receive notifications of updates and additional resources