Table 2.

Summary of adaptations of music therapists to the COVID-19 pandemic.

Summary of Adaptations of Music Therapists to COVID-19 Pandemic
Adaptation of the goals:
	Additional goals also aimed at team members and community needs: during the pandemic people needed to be together and share. [18]
	To focus on what they can do and not what they can’t do, on feelings of happiness, social, emotional, and physical connection through music. [18]
	Promote accessibility for everyone at home to make music, have fun, and still be creative. [21]
	To show how music relieves stress and brings joy and harmony during the pandemic, it reminds people they are not alone. [22]
	Use music to structure the day, reduce social isolation, stress and bring more joy during lockdowns. [23]
Preparing the client:
	You [client] have to rely on a good internet connection; sometimes there are breaks in the line or weird sounds; sometimes you can’t quite hear what your therapist said or played; sometimes your therapist can’t quite hear you; sometimes the call gets disconnected. [17]
	You [client] need to consider the room you’re in quite carefully—quiet, so not much background noise, and that’s unlikely to be disturbed for the duration of your session; background, good light. [17,24]
Adaptation concerning the space:
	Sessions at home. Try to find a working space at home, which is only used for work. [16]
	Sessions outside–residents of a senior home were on their balconies and therapists on a patio (enabling social distancing). [18]
Methods and techniques:
	Making weekly 10-min videos for children and posting them on YouTube. Incorporating MAKATON into music videos. [21]
	Remote sessions over the phone or online, using secure software programs. [23]
	Respondents reporting changes in employment (n = 886) were most often providing remote clinical services from home (67.40%). [2]
	An interactive concert for residents of a retirement home—session on balcony and patio of a residential home. [18]
	Using household items and DIY instruments. [19,21,22,23,24]
	Active music-making (solo improvisation [22,24], musical dialogues, a verbal reflection of music made) [19], movement to music, songwriting and composing (e.g., adding lyrics to instrumental music or loops [23]) and song discussion, listening to music (e.g., a music-assisted relaxation [17]) and creation of audio/video recordings with clients [17].
	Reflecting verbally on the music made and feelings that arise during the crisis. [23]
	New adaptations of methods and techniques to fit the pandemic situation, e.g., playlists for the structure of the day [23], sending a song to family and friends to stay connected, or selecting songs through touching the screen of the computer.
	Improvisational virtual jam session. [22,23,24]
	Adaptations connected to the usage of technologies (e.g., selection of songs through touching the screen of the computer. [17]
	Texting. [16]
	Among those who reported delivering alternative services compared to pre-pandemic: Telehealth services (54.81%), virtual music lessons (17.01%), prerecorded songs/playlists (16.98%), and prerecorded video sessions (16.00%). [2]
	Identifying preexisting content (audio, videos, and music-making instructions) readily available online. [17]
	Fingerplay songs, Preschool and early childhood music; Relaxation-oriented audio and video recordings; Utilizing an adult patient’s bedside phone, a music-assisted relaxation intervention; guided imagery, breathing techniques, and mindfulness-based strategies. [17]
	One text reported that no adaptation of MT techniques was needed (Intensive Care Nursery for infants/their parents). Songs that introduced socialization. Used singing and shakers. Songs taught baby sign language. Before each song, the music therapist would educate the parents on how to participate in the song with their child, providing hand-over-hand support, pointing to the different body parts the song was cueing, explaining how the song supported their infant’s development and demonstrating how the song could be used when not in a group setting. [20]
Adaptation of musical instruments:
	Using ordinary household items to make music. [18,21,22]
	Making a noisemaker from an Easter egg. [18]
Technologies:
	Leverage multiple platforms and modalities to facilitate the initial transition, Zoom, Skype, Webex, FaceTime, occasionally texting with the therapist. [16]
	It is useful to wear headphones or even an audio interface for each telepractice. [16,17,24]
	Recording sessions in case the session is interrupted—especially in group therapies. [16]
	Don’t use a personal account. [16]
	Identify at least one on-site staff member who can help families troubleshoot technical difficulties. [20]
	A laptop is preferable to a phone. [17]
	Creation of a new model for implementing the telepractice (the Three-Tiered Scaffold Model). [17]
Flexibility and logistics:
	Adopt a suitable system of work to different clients—choice of the communication channel, hours, length, etc. [16]
	Future music therapists need to be flexible. [19]
	Interruptions may disrupt session plans and require management. [16]
	Necessary to incorporate additional consultation meetings between colleagues (therapists). [16]
	Maintain work-life balance by separation of space and time. [16]
	Acknowledge that there is such a thing as Zoom fatigue. Therefore, it is important to plan out the hours spent online wisely. [16]
	The online class also minimizes the amount of staff time required to help with the class because all the family or nurse needs to do is to log on. [20]