You may study the following questions. Do not make notes of possible answers. Cross your heart etc.
Questions 1 and 2. Select two scenarios:
Using the Pinpoint/Record/ Consequate/Evaluate format, design a plan for treatment.
Include a short-term objective, …the music or music activities which would be appropriate,...the structure and requirements of the therapy sessions, ...the type of documentation which it would be meaningful to keep in your files for reporting to other professionals, ...and the criteria you would set for considering this treatment "successful".
Select from these:
- a 5-year-old child who is moderately mentally retarded and who has never had
to do anything for himself.
- a middle-aged male who has just completed alcohol detoxification and a 28-day inpatient treatment program. He is now beginning outpatient rehabilitation.
- a 19-year-old high school graduate, unmarried, who is the mother of a toddler and who has come for outpatient treatment because she has been crying and feeling overwhelmed (i.e., helpless and hopeless) for six weeks.
- a group of three geriatric dementia patients such as those at Harper Center.
- a group of five early elementary-aged children who are paraplegic due to
cerebral palsy, whose intelligence may be normal or close to normal, but who
are falling behind academically due to isolation from "normal" life
experiences and children.
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3. Research, documentation, and basing treatment decisions or assessments
on data are basic to the professional discipline of music therapy. Explain how
each of the following increase a music therapist's accountability in the clinic:
the ability to interpret published research
the ability to conduct a simple research project
skill in observation and documentation
basic knowledge of statistics, group experimental designs (i.e., MUS 380), and single subject behavioral designs (i.e., MUS 182 and 381; reversal; multiple baseline, etc.)