Collaboration and consultation: a survey of board certified music therapists

The purpose of this study was to examine the consultation and collaboration practices of board certified music therapists (MT-BC) in order to establish a baseline of service provision for this profession. Board certified music therapists who are members of the American Music Therapy Association (n = 2039) were asked to complete a survey regarding collaboration and consultation in their professional practice. Specific areas of investigation included (a) population(s) with whom the MT-BC works and site of service delivery, (b) selfidentification as a collaborator and/or a consultant (c) populations with whom the MT-BC collaborates, and (d) frequency, methods, purpose, locations, and personnel for whom they provide consultative services. Responses (n = 873, 42.8%) from each of the 8 regions designated by the American Music Therapy Association (AMTA) indicated a significantly higher report of collaboration versus consultation among music therapists. Implications for music therapy education and need for further research are discussed.     

Psychiatric patients' perception of music therapy and other psychoeducational programming

The purpose of this study was to quantitatively evaluate psychiatric patients' perception of their psychoeducational programming. Participants (N = 73) completed a survey rating on each class/therapy in which they were enrolled and its helpfulness. Participants answered questions concerning which class/therapy addressed specific psychiatric deficit areas most effectively. Results indicated that participants rated music therapy as significantly more helpful than all other programming (p < .05). Further analyses indicated that participants admitted to a psychiatric institution only once rated their classes as more helpful when compared to participants who had been admitted multiple times. Additionally, participants who were minorities rated programming as more helpful than participants who were Caucasian. Participants consistently rated music therapy as more effective than other programming in addressing specific psychiatric deficit areas. Additionally, 57% of participants noted that music therapy was their favorite class/therapy. Reasons for these discrepancies are discussed and suggestions for future research are made.     

Music therapy assessment for children with developmental disabilities: a survey study

The purpose of this study was to survey music therapists working with children with developmental disabilities to examine and describe the following: (a) the major skill areas and subcategories most frequently assessed, (b) how these areas are assessed, (c) the common features of their current assessment tools, (d) the positive and/or negative aspects of their current assessment tools, and (e) the 3 most important features desired in a standardized music therapy assessment for use in their clinical practice. Of the 207 respondents who expressed interest in completing a music therapy assessment survey in a pilot study, 108 surveys were returned for a 52% return rate; 95 (46%) were used as data for this study. The respondents most frequently assessed the following major skill areas: Motor (95%), Communication (83%), Social (79%), Cognitive (64%), and Music (35%). Of the 34 (36%) respondents who enclosed an actual assessment form with their survey, 100% require data collection through behavior observation. Respondents most frequently noted the following positive aspects of their forms: Thorough (34%), Individualized (26%), and Easy to Use (26%), and the following negative aspects of their forms: Subjective (28%), Limiting (26%), and Time Consuming (22%). The 3 most commonly desired features of a standardized assessment were the following: Easy to Use (23%), Comprehensive (19%), and Adaptable (13%).     

Songs composed for use in music therapy: a survey of original songwriting practices of music therapists

While researchers have documented the efficacy of clinical songwriting in music therapy, limited research has been conducted on songs composed by music therapists that address clinical goals. The purpose of this research was to examine the original songwriting practices of music therapists. Professional music therapists (N = 1,364) received a 14-question survey via email asking each to identify client populations and clinical goals addressed by original songs, their length of time in clinical practice, and specifics about their acquisition of songwriting skills. The data collected from 302 completed surveys revealed that respondents who used original songs were most likely to work with children and adolescents in schools or the developmental disability field and wrote songs in order to individualize treatment. Music therapists working with persons over 65 years of age in long term care or assisted living programs were the least likely to use original songs in clinical practice, opting for interventions utilizing the client's familiar music. Most music therapists found songwriting generally easy, but only 37% indicated that they acquired this skill during their undergraduate degree. Additional research on the clinical efficacy of original songs and therapist's compositional processes is needed to identify best practices models for strategic songwriting.     

A survey of the use of aided augmentative and alternative communication during music therapy sessions with persons with autism spectrum disorders

Research indicates that as many as 50% of children with autism spectrum disorders (ASD) will not develop adequate speech to meet their communication needs (Noens & van Berckelaer-Onnes, 2004). Thus, alternate means of communication such as Augmentative and Alternative Communication (AAC) are necessary. Though many music therapists work with clients with ASD, there is a lack of research regarding music therapists' use of aided AAC. This study sought to obtain information from music therapists who work with persons with ASD via a survey to answer the following questions: (a) how many music therapists are using aided AAC in their sessions, (b) how they are using aided AAC, and (c) what type of training they have had regarding AAC systems. To assess the research questions, the author created an electronic survey. Upon distribution, the survey response rate was 49.6%. Results indicated that only 14.6% of respondents utilize aided AAC with all of their clients who use aided AAC outside of music therapy. The most common form of aided input used by music therapists in their sessions with clients with ASD is a picture schedule. Only 40% of respondents have additional training in aided AAC. Chi square tests revealed significant relationships among many of the variables: use of aided AAC and additional training, use and treatment setting, literacy promotion and additional training, modeling and additional training, referral for AAC systems and length of work with clients with ASD, referral and additional training. Results are discussed in relation to current communication literature.     

A survey of clinical practice in music therapy. Part II: Clinical practice, educational, and clinical training

Part II of the clinical practice survey is concerned with the amount and quality of equipment available to music therapists, length of activity sessions, accountability procedures, patient or client referral sources, scheduling procedures, communication with other professionals, and the status of music therapy in institutions. Additional data include ratings of music therapy education and clinical training experiences, the master's degree in music therapy, and opinions concerning NAMT registration for music educators working in special education.     

The use of music therapy within the SCERTS model for children with Autism Spectrum Disorder

The SCERTS model is a new, comprehensive curriculum designed to assess and identify treatment goals and objectives within a multidisciplinary team of clinicians and educators for children with Autism Spectrum Disorders (ASD). This model is an ongoing assessment tool with resulting goals and objectives derived there from. Because music therapy offers a unique interaction setting for children with ASD to elicit communication skills, music therapists will need to be an integral part of the multidisciplinary assessment team using the SCERTS model which is projected to become the primary nation wide curriculum for children with ASD. The purpose of this paper is to assist music therapists in transitioning to this model by providing an overview and explanation of the SCERTS model and by identifying how music therapists are currently providing clinical services incorporated in the SCERTS Model for children with ASD. In order to formulate comprehensive transitional suggestions, a national survey of music therapists working with clients at risk or diagnosed with ASD was conducted to: (a) identify the areas of SCERTS assessment model that music therapists are currently addressing within their written goals for clients with ASD, (b) identify current music therapy activities that address various SCERTS goals and objectives, and (c) provide demographic information about settings, length, and tools used in music therapy interventions for clients with ASD.     

Implications of technology in music therapy practice and research for music therapy education: a review of literature

This article reviews the use of technology in music therapy practice and research for the purpose of providing music therapy educators and clinicians with specific and accurate accounts of the types and benefits of technology being used in various settings. Additionally, this knowledge will help universities comply with National Association of Schools of Music requirements and help to standardize the education and training of music therapists in this rapidly changing area. Information was gathered through a literature review of music therapy and related professional journals and a wide variety of books and personal communications. More data were gathered in a survey requesting information on current use of technology in education and practice. This solicitation was sent to all American Music Therapy Association approved universities and clinical training directors. Technology applications in music therapy are organized according to the following categories: (a) adapted musical instruments, (b) recording technology, (c) electric/electronic musical instruments, (d) computer applications, (e) medical technology, (f) assistive technology for the disabled, and (g) technology-based music/sound healing practices. The literature reviewed covers 177 books and articles from a span of almost 40 years. Recommendations are made for incorporating technology into music therapy course work and for review and revision of AMTA competencies. The need for an all-encompassing clinical survey of the use of technology in current music therapy practice is also identified.     

Effects of a single-session assertiveness music therapy role playing protocol for psychiatric inpatients

The purpose of this study was to implement and measure the effectiveness of a single-session assertiveness music therapy role playing protocol for psychiatric inpatients. Participants (N=133) were randomly assigned by group to one of three conditions: (a) Assertiveness Music Therapy, (b) No Music Assertiveness, or (c) Music No Assertiveness. Participants in both assertiveness conditions role played a number of different commonly occurring scenarios at an inpatient psychiatric facility and in the community. There were no significant between-group differences in posttest quality of life, locus of control, or other subscales. However, participants in both assertiveness conditions tended to have slightly higher internal locus of control and overall quality of life scores than participants in the music no assertiveness condition. Additionally, the assertiveness music therapy condition had higher attendance rates than the other conditions. A higher percentage of participants from both the assertiveness music therapy and music no assertiveness conditions indicated they thought their session was the most helpful/therapeutic group therapy session in which they had participated; this was not the case for the assertiveness no music condition. Future research is warranted to measure the effects of protocols that can help psychiatric patients generalize skills learned in treatment.     

A survey of music therapy methods and their role in the treatment of early elementary school children with ADHD

Attention-Deficit Hyperactivity Disorder (ADHD) has recently been receiving more frequent attention in professional circles and in the press, and some sources would assert that its occurrence in the general population is consistently growing. Because music therapists often work with preschool and school-age children, it is likely that they will increasingly be treating children with a diagnosis of ADHD. However, there is little in the music therapy literature about music therapy treatment for ADHD. The purpose of this survey was to ascertain what music therapy methods are being used for children with an ADHD diagnosis, how effective this treatment is perceived to be, and the role that music therapy treatment plays in relation to other forms of treatment. Results of the survey indicated that music therapists often utilize a number of music therapy methods in the treatment of children with ADHD. They often address multiple types of goals, and treatment outcome is generally perceived to be favorable. Referrals for music therapy services are received from a number of different sources, although parents and teachers were indicated to be the most frequent referral sources. Most children with ADHD receiving music therapy services also receive other forms of treatment, with an overwhelming majority receiving medication. The implications of these results are discussed, and areas for continuing research into the use of music therapy with ADHD are identified.     

A survey of clinical practice in music therapy. Part 1: The institutions in which music therapists work and personal data

In the spring of 1978, 1,064 questionnaires were mailed to registered music therapists working in clinical settings. Part 1 of this paper reports on the types of institutions in which music therapists work, who employs them, and the salaries they earn. This section also deals with age, sex, religion, job satisfaction, job security, types of handicapped persons with whom music therapists prefer to work, work experience, and longevity.     

The Ontario College of Occupational Therapists: a survey.

A survey was conducted to examine how familiar Ontario occupational therapists are with the Ontario College of Occupational Therapists (OCOT), and to identify their attitudes concerning self-regulation. A questionnaire was mailed to 100 occupational therapists, 50 non-members and 50 members of the OCOT. Sixty-four (64%) occupational therapists comprised the final sample; 30 members and 34 non-members. The prototypical member is over the age of 30 years, has worked more than ten years, and has graduated from a diploma program in occupational therapy. The prototypical non-member has worked for less than five years, has graduated from a degree program in occupational therapy, and is under the age of 30 years. The results indicated that: (1) both members and non-members work full-time in a hospital setting in the area of adult physical medicine as staff therapists; and (2) are involved in their professional associations, i.e., the Ontario Society of Occupational Therapists (OSOT) and the Canadian Association of Occupational Therapists (C.A.O.T.). Both groups support the concept of a self-regulatory body, however they view its purpose quite differently. The study further suggested that the majority of occupational therapists surveyed are not aware of the many issues surrounding regulation, i.e., provisions asked for by the OCOT under the Health Disciplines Act. The results are discussed with their implications for the OCOT and for Ontario occupational therapists.     

Effects of Music Therapy on Self- and Experienced Stigma in Patients on an Acute Care Psychiatric Unit: A Randomized Three Group Effectiveness Study

Stigma is a major social barrier that can restrict access to and willingness to seek psychiatric care. Psychiatric consumers may use secrecy and withdrawal in an attempt to cope with stigma. The purpose of this study was to determine the effects of music therapy on self- and experienced stigma in acute care psychiatric inpatients using a randomized design with wait-list control. Participants (N = 83) were randomly assigned by cluster to one of three single-session group-based conditions: music therapy, education, or wait-list control. Participants in the music therapy and education conditions completed only posttests while participants in the wait-list control condition completed only pretests. The music therapy condition was a group songwriting intervention wherein participants composed lyrics for “the stigma blues.” Results indicated significant differences in measures of discrimination (experienced stigma), disclosure (self-stigma), and total stigma between participants in the music therapy condition and participants in the wait-list control condition. From the results of this randomized controlled investigation, music therapy may be an engaging and effective psychosocial technique to treat stigma. Limitations, suggestions for future research, and implications for clinical practice and psychiatric music therapy research are provided.     

Evaluation of music therapy and other treatment modalities by adult psychiatric inpatients

The purpose of this study was to investigate adult psychiatric patients' evaluation of music therapy and other aspects of their overall treatment. Twenty-seven patients hospitalized on an open psychiatric ward of Tulane Medical Center in New Orleans served as subjects. They rated music therapy, art therapy, recreation therapy, traditional therapies, and general aspects of care provided during their hospitalization with a semantic differential consisting of four adjective pairs. Results from a one-way analysis of variance showed that music therapy was rated significantly higher than art and recreation therapy on the pleasurable/painful scale, but no significant differences were found among the activity therapies on the three remaining scales. Further one-way analyses of variance showed that the activity therapies taken as one aspect were rated significantly higher than several therapies on specific scales; also, they were not significantly less important or less successful than medication, which was rated highest on these two scales. The author suggests that an instrument with multiple evaluation scales may be specifically adapted to any program, and can provide information to guide music therapists in delivering valuable therapeutic services.     

A descriptive analysis of internet information regarding music therapy

The purpose of the two studies reported here was to investigate and describe information available about music therapy that is likely to be found on the Internet. The top 20 Internet search engines were surveyed using the term "Music Therapy." Information concerning the first 25 sites listed per engine was collected. The following categories of information were described: the frequency of mention across the search engine sites, the type of site, whether the site gave a definition of music therapy, the orientation of that definition, the number of links, orientation of links, and the number of hits shown on the main page. A rank order was then compiled of the 267 sites listed across all searches. Results showed that American Music Therapy Association (AMTA) web page was the most frequent and highest ranked site across the 20 search engine sites. Sites from educational institutions were frequent, as were commercial sites. Most of the highest ranked sites gave traditional definitions (as defined by AMTA) for music therapy and associated links were conventional as well. These procedures were replicated one year later, although the question "What is Music Therapy?" was used as the search term. Results from this second search revealed only 145 sites. Of those, American Music Therapy Association web page was again the most frequent and highest ranked site across the search engines. Sites from educational institutions were frequent, as were commercial sites, however, only half of the highest ranked sites gave traditional definitions for music therapy.     

Learning from today's clinicians in vocational practice to educate tomorrow's therapists

BACKGROUND: In response to the demand for therapists and changes in vocational practice, a needs assessment was conducted to update an occupational therapy educational program. METHOD: Employing focus groups, interviews and questionnaires, 66 therapists from a wide range of graduating institutions working in vocational practice were asked to: a) identify the essential knowledge, skills and professional behaviours required for vocational practice; b) determine to what extent training is preparing students for vocational practice; and c) make recommendations for curriculum revision and/or for additional curriculum development. Participants and their jobs were profiled together with the challenges and issues of vocational practice. RESULTS: There was strong agreement among participants regarding what is required to practice effectively but disparate views concerning the extent they were prepared for practice. CLINICAL IMPLICATIONS: Recommendations were given for entry and postgraduate level curricula. Findings were compared to a past community practice survey. Implications for practicums, professional integrity and ethical issues were discussed.