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weeks (as cited in Villasenor et al. 2012). A single CD was separated into three different
components consisting of an introduction period; training period; and an unwinding period, and
upon completion of one cycle of these CDs, results demonstrated improvements in memory,
auditory discrimination, and reading abilities.

TLP cases. The cases addressed in Villasenor et al. (2012), discloses the experiences of
two students who were recognized as having multiple diagnoses ranging from mental retardation
to developmental delays. The first student was diagnosed with retinopathy of prematurity as well
as developmental delay, and engaged in severe rocking habits while struggling to focus in class.
However, after the completion of the first cycle of TLP, the instructor was able to note
advancements regarding tactile processing, listening abilities, and body orientation. (as cited in
Villasenor et al. 2012). As for the second student, he was diagnosed with autism, ROP, and
mental retardation, which negatively modified his verbal skills as well as his ability to focus
during class. Following the completion of the first cycle of TLP, advancements were
recognizable in the areas of focus, conversational skills, and attitude as addressed in Villasenor et
al. (2012). Conclusively, TLP benefited the students with visual impairments and other
developmental disabilities by evolving their functional skills and facilitating their learning.
Conclusions

In order to establish a strong foundation for students with visual impairments, their
concepts and skills associated with cognitive development must be refined, specifically through
the implementation of music-based auditory stimulation. According to the study addressed in
Robb’s (2003) summary article, “Music interventions and group participation skills of
preschoolers with visual impairments: raising questions about music, arousal, and attention,”
music therapy has activated increased alertness and higher levels of success while moderating

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