To reference an article… APA book page 306.

 Author (year) Article title. Journal title. Issue (no.) page range.

MT- Introduction to the Profession (Chapter 1)

Internship…
 AMTA website
 https://netforum.avectra.com/eweb/DynamicPage.aspx?
Site=amta2&WebCode=OrgSearch
o Education
o Internships national roster
o Can’t intern in New York
Terminology-
Music therapist NOT musical therapist
Board Certified NOT licensed

Licensure→ some states have this requirement

 “To be a practicing MT in the state you need this license”
 New York→ creative arts therapies mental health master’s to practice in mental health
populations.
Music therapy is the clinical and evidence-based use of music interventions to accomplish
individualized goals within a therapeutic relationship by a credentialed professional who has
completed an approved music therapy program.

Awakenings- Robin Williams Movie

Views of Music Therapy in Antiquity
 Egyption music healers were held in high esteem
 Greece believed music had great power to balance mind and body
 6th century brought empirical evidence and rational evidence
 Renaissance brought a scientific approach to medicine… less belief that physical health
had superstitious reasons.
Palliative- addressing pain
Works Progress Administration→ study for information on working with elderly population.
Divisions in music therapy
Cognitive, behavioral, biomedical theory (AAMT) vs the psycho-dynamic, psychotherapeutic,
improvisational approaches (NAMT)
ISU undergrad program started in ’74 and the grad program started in ‘90
Guided Imagery and Music
Dr. Helen Bonny→ psychoanalytic technique

CBMT→ certification needed to practice as a music therapist in the US. Must be renewed every
5 years through the completion of 100 hours of continuing education.

World Federation of Music→ brings Music Therapists from around the globe together

Special Committee on Aging

Provided testimony for the use of music to benefit aging populations and resulted in the The
Music Therapy for Older Americans Act.

Neurologic Music Therapy is a specific training in music therapy.

Music Therapy Relief Project

Created in response to 9/11
Basis for later response teams to address various disasters (i.e. Hurricanes, earthquakes, etc)

AMTA Pro Podcast

Rachel Scott→ musicology degree

https://guides.library.illinoisstate.edu/music
Look at the major terms to help find smaller list of results/ other more specific articles
Floor 6 is the music therapy floor…. Floor 5 is health sciences
Chris Worland→ librarian in class.

Iso-principle: find and match where they are first then slowly move toward the desired outcome.
You don’t have to have walked in somebody’s shoes to understand their experience.
Chapter 3:
Vignette #1
→ getting people to respond to their names is important for safety, communication and
connection.
→ having people understand their emotions/ reading facial expressions. Reading facial
expressions is vital to social interaction.
Vignette #2
→ tapping into the parts of the brain that respond motivically to rhythm
Vignette #3
→  therapist is working with the patient and family in end of life care
→ helping to let go, ease the transition for all involved
The therapeutic process includes:
1. Referral (can be a doctor, family, teachers, counselors, client, nurses)
1. Sometimes you have these, sometimes you don’t
2. Assessment (baseline data, where they are)
1.  strengths and weaknesses/ areas of concern
2. Family
3. Music history
4. Other health concerns
1. May not be things you are going to address
. Treatment Plan (set up what we are going to do)
 a. Collect data
. Evaluation (progress note)
a. Review data
Different kinds of treatment:
1. Receptive
1. listening / responding
2. Recreative
1. performing
2. Compositional
1. Writing
2. Improvisational

Scope of Music Therapy Practice:

Identifies what you have been trained to do and what you haven’t been trained to do.

Where to work/ titles to work under:

Many different places to work under different titles.
May be working as an activity therapist/ director

Need a djembe, guitar, egg shaker set, and rhythm sticks for practicum

Music Skills for the Music Therapist

http://introtomusictherapy.com/
The four methods to engage with music in music therapy:
a. Re-creative
b. Improvisational
c. Compositional
d. Receptive

Vocal Self Care:

1. Hydrate with water
2. Warmup and cool down
1. Always SO IMPORTANT
2. Vocal choice (lady gaga, adele are great examples)
1. Think about the “fry tone” quality. 
2. Think about your range.
3. Changing voice
1. As we get older, the range of where we sing tends to get lower.
2. Seniors tend to have lower and smaller range vocal ranges (if they are
not a trained singer)
. The straw technique
a. Vocalize through a thin straw
b. Lip buzzes? Kazoos
. Exercise and stretching
. Environmental Factors
Functional piano skills:
1. I-IV-I-V-I in all keys, block, 
Guitar:
1. Think about the sound you want
2. Dreadnought, mini, 
 3. Electro-acoustic
4. Thinking about a sturdier guitar less costly for clinical work
5. “I need a guitar that’s going to hold up with clients that I cannot exactly predict the
actions of”
6. Finish? For sanitary purposes
Percussion:

1.

Music and the Brain:

Neuroplasticity is the way in which the brain changes. 
Single case research (one at a time)
Neurologic music therapy protocol that affected swallowing...87% success rate.
Positron Emission Tomography- the scan that lights up with brain activity
 Music has the ability to engage every part of the brain at once.

Exam on Tuesday: short answer

 Put things in order of music therapy history (5 items)
 Discuss internship 
o What, when, how long, why, how to get one
 Perspectives of Music Therapy (discuss) primarily clinical based, aimed more at day to
day practice
 Journal of Music Therapy (discuss) primarily experimental research, high science
 Discuss certification exam 
o What, why, eligibility?
 Treatment Process
o Referral
o Assessment
o Treatment 
 Treatment plan
 Session plans
 Evaluation
 Code of Ethics:
 Professional ethics: principles and expectations of conduct for members of a
profession towards clients, peers, the public, employers, and are based on
specific responsibilities to these parties.
 Why is it important?
 What does it take to be a music therapist?
 Qualities (musical and nonmusical)
 Musical 
 Recreative, imposition, composition, receptive
 Scope of practice
 Where MTs work
 Different types of clients we work with… be specific
 Piano, guitar, percussion and voice
 Neuroplasticity… what is it and why it’s important
 The brain's ability to changes itself (neurons that wire together fire together)
 It is important because the brain must change in order to change behaviors
  Research as an important component
 Music therapy definition
 Referrals can come from family, doctor, self, nurses, teachers, etc.

Research:
 Empirical- data infused research
 It is important because we need to be able to understand the differences in opinion and
anecdotal evidence… hard data/ numbers are very important
 Looking for research to be able to generalize
o Low numbers make it difficult to generalize
o You have to look at who’s actually being studied
 Look at what the controls were for and not for
ISU research symposium in the spring
 Research has the power to bring carefully documented studies to people who may not
otherwise have the information.
 Illinois Music Therapy Association webpage 
AMTA Code of Ethics: Great Lakes Region
 The code of conduct and behavior expected of a Music Therapist under the AMTA
 Be careful and wary of dual relationships
 Diversity Equity Inclusion board: many groups are claiming they are not accurately
represented. MT history is primarily white women.
 What will Music Therapy look like for the rest of your career?

Exam 1 overview
 The Board Certification exam is important to evaluate a common base of knowledge.
 Clinical populations:
o Be very specific… 
 elderly- too vague
 Persons with disabilities- too vague
 Dopamine is needed for the occurrence of neuroplasticity.

Approaches to music therapy

Free my soul, give me music.

Heal my body, give me song.
Free my soul, give me music.
Give me music all day long.

Child Development:
Milestones are just markers, not stones.
Extremely individualized.
Piaget- cognitive development:
Stage  Characterized by  Musical development

Sensori-motor  Differentiates self from objects  Infants will respond to fluctuations in a rhythmic beat
(Birth-2 yrs)  Recognizes self as agent of action and begins to  
act intentionally: e.g. pulls a string to set mobile During first 6 months, child will respond to music
in motion or shakes a rattle to make a noise  with generalized movements; they are beginning to
match vocalizations of caregivers
Achieves object permanence: realizes that things  
continue to exist even when no longer present to Attend selectively to musical sound sources
the sense (difference in timbre)
 
Over first year and a half – discriminate musical
dynamics, differences in timbre, pitch patterns, phrase
endings , intervals, and rhythm
 
Purposeful arm and leg movements will begin after 6
months (rattle and shaking instrument for them to kick
against.)
 
Between 12 and 18 months – vocal play and babbling
 
By 19 months – some melodic and rhythmic patterns
will appear, also spontaneous songs made of short
melodic phrases and flexible, irregular rhythmic
patterns

Pre- Learns to use language and to represent objects by Use words to represent objects and events – i.e. loud,
operational  images and words  soft, fast, slow
(2-7 years)   
Thinking is still egocentric: has difficulty taking Increased vocalization during music activities – i.e.
the viewpoint of others  Old MacDonald Had a Farm and the child sings “E-I-
E-I-O”
Classifies objects by a single feature: e.g. groups  
together all the red blocks regardless of shape or By 4 or 5 – parallel play (when you are together
all the square blocks regardless of color  doing the same activity but not interacting i.e. movies,
driving, church)
 
By 5 or 6 – follow directions, cooperate with others,
and engage in social activities appropriately
 
More complex motor movement and increased
coordination
 
By 2 to 4 – brief moments of beat synchrony
 
Beat competency – by 3 or 4 able to maintain a
steady beat
 
By 3 or 4 – walking, galloping, jumping
 
More highly developed spatial concepts – i.e. Hokey
Pokey
 
Activities using sensory and motor involvement highly
valuable
 Concrete Can think logically about objects and events  Learning musical notation and acquire concepts of
operational  Achieves conservation of number (age 6), mass
(7-11 years)  (age 7), and weight (age 9) 
Classifies objects according to several features
and can order them in series along a single
dimension such as size. 
rhythm and harmony
 
Can sustain, or conserve, a melody or rhythm in their
memory, despite distractions of harmony or competing
melodies
 
Greater sense of community involvement –
participation in band, orchestra, chorus
Attained and refined basic motor movements – gross
motor-folk dances; fine motor-symphonic instruments
Music acts effectively as a focal point for encouraging
social interaction and cooperation within groups

Formal Can think logically about abstract propositions Wide range of musical experiences
operational  and test hypotheses systematically   
(11 years and Becomes concerned with the hypothetical, the Participate in music-making  in formal music
up)  future, and ideological problems  organizations
 
Music listening is a significant influence

Music is often used as an outlet for feelings

Factor contributing developmental concerns:

 Abuse- something that is done to you.
 Neglect- the absence of something.
 Lack of supervision and adequate child rearing
Can get tied up with family/ religious culture
 Physical trauma/ accidents
 Emotional trauma
 Over stimulation
 Helicopter parenting
 adoption/ foster homes
o Attachment disorder

Stimming- self stimulation; actions, usually repetitive, to help with processing issues and gives
a sense of control.
Diagnostic Statistical Manual (DSM V)
 The manual that gives guidelines for diagnosing mental health disorders as well as ASD
Four categories: (1) Communication, (2) Motor Functioning, (3) Social skills, (4) Behavior
Gender stereotypes cause difficulties in diagnosis of a developmental disorder.
Sensory Integration Disorder- not specific to people on the spectrum. Can fluctuate from day to
day.
Sensory Processing Disorder- typically comorbid with autism. Can’t necessarily trust what the
senses are telling them.
BEHAVIOR IS COMMUNICATION

Intellectual disability is a disability concerning intellectual functioning and adaptive behaviors.

Williams syndrome- primarily girls, tend to have significant cognitive disability. Tend to be very
engaging and have strong affinity for music
Labels often become stereotypes

IQ: mild- 50/55-70 (2nd grade) moderate- 35/40-50/55 severe 20/25-35/40 profound below
20/25 (terms not used)
IQ tests were designed to quantify intelligence but became a tool to stereotype.
Difference between ASD and ID IQ issues… ASD may be able to improve their score greatly.
Cerebral palsy- a good deal of clients with cerebral palsy have intellectual disabilities. Some do
not and are able to show incredible intelligence once someone figures out how to communicate
with them.
Intellectual disabilities are not seen in every aspect of a person’s life.
 Sometimes are “invisible” disabilities
Intellectual disabilities are determined by what kind of support is needed.
Life span with severe/ profound is typically significantly less due to comorbidities
In music therapy:
Difficulties with-
 Focus 
 Self regulation (being able to calm down/ react appropriately to stress)
 Cognition
 Memory
 Delayed language development
 Social interaction
 Adaptive behavior
 Classifying information
 At risk for learned helplessness
 Posture, stamina, fine and gross motor

Things we use in MT
 Songs to help with 
o educational concepts
o Emotional regulation (transition out of song to smaller and smaller ways to
regulate in ways that do not call attention)
o Most effective one are built with the client
o Movement activities to help with being physically active
Biggest thing to know and understand about this population is to know yourself:
 Are you someone who can work with this population?
Loss of Senses
Hearing Loss-
Anything above 70-80 dB has the potential to do significant damage
70-80 dB
 TV
 Coffee grinder
 Garbage disposal
 Public bathrooms
 Doorbells
 Blender
 Baby crying
 Hand tools/ electric tools
 Hair dryers
100-120 dB
 Rock concerts
 Motorcycles
 Disco
 Football game
 Firecracker
 rifles/ handguns
Sensorineural hearing loss occurs in the inner ear.
MT goals for auditory training:
 Sound detection
 Sound discrimination
 Sound identification
 Sound comprehension

Mr. Holland’s Opus Disney+

Vision loss
Macular degenerative- starts in the middle and goes to the edges of field of vision
Tunnel vision- sees in center
Glaucoma- sepia toning
Cataracts- clouding of the lens causing blur

Types of canes or sonar hand accessories

Pink eye- super contagious
 EXAM 2: CHAPTERS 7 – 11 REVIEW

5 Types of Music Therapy: match with its primary function

Tips for making meaningful music in early childhood: LOOK FOR THAT

Developmental Milestones – Piaget: One developmental milestone for infants up to one year
For:
cognition and communication: say 1-2 words
fine motor – pick things up with thumb and one finger
gross motor – pulls self to standing and may take a few steps
socioemotional – give affection

What are some of the areas in which person of autism spectrum disorder: Socialization,
Communication, Behavioral, Motorization

What is Sensory Processing Disorder? Having difficulty processing information from the
senses (touch, movement, smell, taste, vision, and hearing) and responding appropriately to
that information. 

4 Areas of ASD

Describe a couple of goals for the 4 areas of ASD

To improve sensory processing
To increase body awareness
To improve postural stability
To increase engagement and sustained interaction

Intellectual Disability Limitations: Adaptive Behavior and Intellectual Functioning

Explain two of the four different types of hearing loss:

Mixed Hearing Loss: a combination of conductive and sensorineural losses in one ear
Conductive Hearing Loss: caused by disease, malformation, or obstruction in the outer or
middle ear
Sensorineural Hearing Loss: a breakdown in the transmission of sounds waves from mechanical
to electrochemical energy within the inner ear
Central Hearing Loss: due to damage or impairment within the brain

Two types of music therapy goals for children with vision loss: Development of skills in listening
and Interpersonal communication

THE SONG
Thursday Exam:

6 different matching but given 10 choices (from chapter 12, page 250 12.1 and page 257 12.5)

Talk about what it might be like fo ra family with a child in nicu. What could be happening in the
family? What does a music therapist have to offer.

What is intubation? Putting a breathing tube in for a ventilator

What is extubation? Taking the breathing tube out
How can music therapy help this process?

Music therapists providing caregiver support. What is it? What does it look like?

Come up with 5 different types of interventions for a specific diagnosis.

Ex: Sing, Music in Movement, Etc.

Give 6 different areas of the hospital?

Specific diagnosis – what are three different goal areas for the client

Define (2) either CVA, TBI, or Parkinsons.

CVA – Cerebro Vascular Accident:
TBI – traumatic Brain Injury: Accident that effects the brain, Depending on the area effected will
determine the effects of the outcome. Car accidents, motorcycle/bike accident, fights, electrical
shock, deprivation of oxygen, drowning.
Parkinsons:
 Six matching (Chapter 12): Table on Page 250 and 257 (tables 12.1 and 12.5)
o Gestational Age: the length of the pregnancy measured in weeks starting from
the first day of the mother’s last menstrual period.
 Preterm: (< 37 weeks)
 Extremely Preterm (< 28 weeks)
 Very Preterm (28-32 weeks)
 Moderate to late preterm (32-37 weeks)
 Term: (38-42 weeks)
 Post Term: (> 42 weeks)
o Birth Weight: the weight of an infant at birth
 Extremely Low Birth Rate: ( 1,000 grams/2.3 lbs)
 Very Low Birth Rate: (< 1,500 grams/3.5 lbs)
 Low Birth Rate: (2,500 grams/5.8 lbs)
o Combined Classification: combines birth weight and gestational age to
determine an infant’s size relative to percentiles
 Small for Gestational Age: (< 10% normal weight for an infant at the
gestational age
 Appropriate for Gestational Age: (10-90% normal weight for age)
 Large for Gestational Age: ( > 90% normal weight for age)
o Multimodal Stimulation w/ Music (MMS): Introduction of sensory stimulation
that follows the developmental pattern, auditory (humming or singing), tactile
(massage/stroking), vestibular (rhythmic rocking), and visual (eye contact).
Before adding a new type of stimulation, the music therapist monitors behavior
cues, being careful not to overstimulate the infant, and reduces the amount of
stimulation if needed.
o Pacifier-Activated Lullaby (PAL): A device designed to address sucking
behaviors (non-nutritive) that attaches to an infant’s pacifier. It triggers recorded
music when an infant sucks at a pre-programmed force and duration. The
settings on the PAL can be individually programmed to best meet the needs of
each infant.
o Live-Singing: Contingent Singing – Music therapist adaption of infant-directed
singing to respond, in the moment, to infant cues by modifying musical elements.
o Instrumental Womb Sounds: The ocean disc is intended to replicate womb
sounds, played at first to match an infant’s breathing. Using the concept of
entrainment, the rhythm of the ocean disk can be manipulated to change the
infant’s breath pattern. The rhythm of the gato box is entrained to the infant’s
heartbeat.
o Creative Music Therapy: Infant-directed humming that is matched to the infant’s
assessed breathing, facial expression, and body motion patterns, adjusted based
on infant breathing, rhythms and other observable cues n moment-to-moment
therapist improvisation.
o Time Together: A strengths-based parent education program presented in one
personalized session. The music therapist promotes parental self-efficacy
through a written booklet, discussion, and demonstration. Talking about musical
heritage and how parents can use their voice to support the infant are critical
components of the program
 o Recorded Sedative Music: Creation of an individualized recorded music CD
based on infant assessment of physiological and behavioral responses; duration
of CD matched to infant’s tolerance for auditory stimuli.
I. 8 diagnoses from adults in the military, adults in medical, and adults in mental health.
Match to the description.

II. Define 3 different levels of attention:

1. Sustained
2. Selective
3. Alternating

III. 4 different skills developed in childhood. Define 2. (i.e. emotional regulation)

1. Emotional Identification: Children learn to identify emotions such as happy,
angry, and sad in themselves and in others.
2. Emotion Expression: Involves the ability to communicate an emotion either
verbally or nonverbally
3. Emotion Regulation: Processes we use to help ourselves manage and shape the
dynamics and timing of our emotional experiences and expressions
4. Prosocial Skills: Positive actions meant to help others

IV. List 4 mental health diagnoses that might occur in children. 

1. Anxiety Disorders
2. Depressive Disorders
3. Post-Traumatic Stress Disorder
4. Oppositional Defiant Disorder
5. Conduct Disorder
6. Attention-Deficit/Hyperactivity Disorder

V. What is recovery oriented mental health care?

1. A collaborative approach between clients and interventionists focusing on the
loved experiences of clients rather than diagnoses or symptomology

VI. Fully explain 3 types of music therapy interventions. What, why, how. Do not use the
word to define.
1. Songwriting: involves creation of a musical product. Within songwriting the
client may experience flow, which is an optimal experience wherein a person is
completely engaged and immersed within a gratifying activity. Songwriting can be
incorporated by already having a set chord structure, and asking the client to
contribute to the lyrics. An example would be having a client identify all the
stressors of their current environment in one verse, and in the next having the
SMT identify coping mechanisms for those stressors.
2. Song and Lyric Analysis: involves the therapist playing a song that relates to
the client(s) in some ways, then having the clients identify what parts of the song
they relate to. The patients being able to relate to aspects of the song, allows the
music therapist to engage patients in a discussion related to therapeutic issues
based on the lyrical content of the song. An example would be playing a song
that describes and depicts losing someone, and having the client(s) discuss the
lyrics they related to in order to engage their emotions to the therapists in an
easier manner.
3. Recreational Music Therapy: This intervention is a way to engage with the
client through a fun and laid-back manner. This method helps to focus on overall
 participating, heightening mood, and enhancing socialization. This can be done
by playing games such as musical chairs, musical trivia, name that tune, etc.

VII. 3 types of settings where you might find mental health treatment for adults.

1. Hospital
2. Addiction
3. Outpatient clinic
4. Inpatient societies
5. Support groups
6. Therapy
7. Halfway house