For the past decade, I have had the privilege of supporting children under 10 through outreach Early Childhood Intervention Support (ECIS) programs, delivering Music Therapy and Key Worker sessions in homes, childcare, kindergartens, and schools. During this time, I have witnessed increasing pressures on families: the rising cost of living, complex caregiving responsibilities, and the often overwhelming systems they must navigate when advocating for a child with a disability.

Therapists, too, face increasing strain –reduced job opportunities and insecure funding models persist despite escalating client needs. This raises critical questions: What do families truly value from allied health services? What are the transferable skills of a Registered Music Therapist (RMT)? How can we ensure that our music therapy practices remain both responsive to clients and sustainable for practitioners?

I began working with M at age one; she is now four. M’s journey spans a transition from Department of Education CoS funding to her first NDIS plan, and from limited communication to full sentences. Music Therapy interventions were adapted over time to suit M’s changing needs for maximum impact: supporting functional communication, strengthening relationships, and providing both structured and responsive input.

M’s mother, X –an ideal example of responsive parenting –will co-present as we explore these questions through the lens of a long-term case study. We will reflect on M’s developmental journey, our collaborative strategies, and the supports integrated at both home and childcare. We will share key learnings and recommend best practices for ECIS professionals.

Just as music is enriched by improvisation and adaptation – pauses, changes in tempo, dynamic shifts –therapy is also enhanced by variation. By flexibly combining Music Therapy and Key Worker skills, we can remain attuned to the child and family’s evolving needs, maximise therapeutic impact, and advocate for the sustainability and relevance of our profession.