Implementation

Approaches and Strategies

The Mirroring Approach: The mirroring approach in DMT uses empathic reflection of the clients’ expressive motor behavior on the therapist’s or peer's side (and vice versa) to build a mutual relationship. DMT has a positive influence on attention, social skills, subjective stress perception, and the reduction of stereotypic symptoms in children with ASD. DMT reduces repetitive behaviors in children with ASD, enhances social responsiveness, and social communication.

Imitation: A movement strategy in which an individual copies or reproduces another person’s actions. In therapeutic or educational settings, imitation helps build motor skills, attention, and the ability to follow modeled behaviors.

Choreographed dance: A structured form of dance in which the movements, steps, and sequences are planned and taught in advance. Dancers follow a predetermined routine designed by a choreographer.

Improvisational dance: A spontaneous form of dance in which movement is created in the moment without preset steps or routines. Dancers respond freely to music, emotions, or prompts, allowing for creative and personal expression.

Adapted Dance lessons: This approach can be delivered through choreographed routines that target attention and memory, or through improvisational movement that allows for creative expression. Dance therapy engages the child physically, mentally, emotionally, and socially, supporting overall well-being and improving quality of life.

DMT: Mirroring in Movement

Warm up: Is to create a safe and inclusive environment, and is a great opportunity for the use of peers to model the task.

The therapist prompts the group to form a circle and imitate the others' movements (" Can we all do what Mr.X is doing?") and playfully change them (" Can we make them softer/louder/smaller, etc.?")

Dyadic movement

Each participant will choose their partner. During the first song, the participant will lead the dance. During the second song, the peer or assistant will lead, and in the third song, both will move freely (mirroring movements).

Circle Activity

All participants will come together in a circle. participants are encouraged to choose their own music, then dance to their music, and the others follow their lead. This is to establish rapport and empathy. Mirroring conveys respect and acceptance and togetherness, without condition.

Verbal Processing: Reflection

Participants sit down to reflect on the session moderated by the therapist. The participants could express their actual feelings and their opinions regarding the session. The aim is to provide and receive feedback suited to increase body awareness, self-awareness, self–other awareness, empathy, and social skills, and to verbalize the nonverbal experiences and feelings

Mirroring in Movement: Sample Session

10 minutes: Warm up

15 - 20 minutes: Dyadic Movement

10 minutes: Circle Activity

10 - 15 minutes: Reflection

How can SLPs use dance & movement?

10 Minute Creative Story Activity

Dance Movement therapy can be incorporated into a creative story activity.

An original story complemented by a dance and music task relating to its content, including music and props to maintain connection and engagement with the story. Music can be used as a predominant cue for memory and attention along with visual props and verbal cues.
Teachers and peers can assist by providing verbal cues to encourage communication and emotional expression throughout the activity.

A repetition procedure can be used to measure engagement:

In each session, children complete an adventure-themed task related to the story using music, dance, or both. At the beginning of the next session, the same task is repeated to assess whether the children can remember and perform it independently without facilitator support.

10 Minute Warm-up

A smaller-scale implementation can be a 5-10-minute DMT warm-up to your session. Choose a song to begin each session with.

1. Begin with mirroring.
The dance therapist first observes the group’s natural movements. They mirror these actions to understand each member’s movement abilities and help expand their range of expression. This may include improvisation, movement inspiration, and simple movement-based dialogue

2. Create a circle.
Have group members hold hands to form a circle. This helps establish a sense of safety, acceptance, and connection within the group

3. Build a shared rhythm.
Guide the group in creating a collective rhythmic movement or pattern. This shared rhythm promotes communication, cooperation, and emotional exchange.

Large Scale Program

A larger-scale implementation of DMT involves organizing a school dance performance alongside peers. This approach functions as a weekly dance class focused on social engagement and relationship building. The therapist can pair each student with a peer partner for additional support, while the classroom teacher serves as a co-facilitator by providing assistance and observing behaviors. The dance movement therapist or fine arts teacher teaches a choreographed routine that incorporates music and props. The culminating goal of this intervention is a final performance for teachers, parents, and other students.

Role of Peers

Although not required, it is suggested that interacting with peers while participating in motivating and engaging music and dance activities can enhance social interaction skills in children with communication disorders, thereby promoting their inclusion. Peers can model behaviors and encourage engagement from participants. As well as provide the opportunity for natural social interactions.

Collaborators

This intervention is typically implemented by a physiotherapist, dance movement therapist, or trained dance professional. It can also be utilized by a speech-language pathologist in collaboration with parents, teachers, and fine arts professionals.

Teacher: Serves as a communication support person, observing student responses and providing prompts to encourage engagement.
Fine Arts professional: Assists in choreographing the dances and helps students incorporate emotional expression into their movements.
Dance movement therapist: Facilitates the intervention by guiding movement activities, modeling expressive movement, and supporting emotional and social connection through dance.

References

Koch, S. C., Mehl, L., Sobanksi, E., Sieber, M., & Fuchs, T. (2015). Fixing the mirrors: a feasibility study of the effects of dance movement therapy on young adults with autism specturm disorder. Autism, 19(3), 338-350. DOI:10.1177/1362361314522353

Stamou, A., Roussy, A.B., Ockelford, A. and Terzi, L. (2022), Music and dance enhance social interaction and task engagement in autistic young pupils and their peers in mainstream schools. Support for Learning, 37: 450-463. https://doi.org/10.1111/1467-9604.12420

S Ali, Anuradha. (2015). Dance Therapy as a Treatment Modality for Autistic Children in Social Interaction. International Journal of Indian Psychology, 2 (3), DOI:10.25215/0203.094

Joseana Wendling Withers, et al. “Influence of Adapted Hip-Hop Dancing on Quality of Life and Social Participation among Children/Adolescents with Cerebral Palsy.” Arquivos de Neuro-Psiquiatria, vol. 77, no. 10, Oct. 2019, pp. 712–722, https://doi.org/10.1590/0004-282x20190124.

Durling, Megan, et al. “The Role of Performing Arts in Promoting Valued Communication Outcomes in Individuals with and without Developmental Disabilities.” Perspectives of the ASHA Special Interest Groups, vol. 9, no. 4, 1 Aug. 2024, pp. 1051–1072, https://doi.org/10.1044/2024_persp-23-00224.

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