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An Introduction to Improvisational Music Therapy -
Transcript of An Introduction to Improvisational Music Therapy -
Considering Musical Dimensions in Relationship-based Work: New Directions in Music Therapy
Treatment Planning
-John A. Carpente, Ph.D., MT-BC, LCAT -Gerard Costa, Ph.D.
-Brian Abrams, Ph.D., MT-BC, LPC, LCAT -Jill Lucente, M.S., MT-BC, LCAT
-Suzanne Sorel, D.A., MT-BC, LCAT -Gabriela S. Ortiz, M.S., MT-BC, LCAT
Molloy College Suffolk Center, Farmingdale, NY
October 11, 2013
A Look at the day…
•Overview of IMCAP-ND
•Infant & mental health supporting IMCAP-ND constructs & ideas
•Music-centeredness to create the identity of the MT & role within an interdisciplinary team
•Practical use of IMCAP-ND in the clinic in terms of - goals writing & evaluating progress
•Self-assessment of the MT based on IMCAP-ND
IMCAP-ND: A Developmental
Relationship-based Framework for Assessing Musical-Play Interactions
John A. Carpente, P.h.D., MT-BC, LCAT
Nordoff-Robbins Music Therapist
DIR/Floortime Practitioner
Founder/Director, Rebecca Center for Music Therapy
Assistant Professor, Music Therapy, Molloy College
IMCAP-ND: Clinical Manual
•Developmental relationship-based framework on how clients perceive, interpret, and create music with therapist
•Rating musical: 1) emotional responses, 2) cognition and perception, and 3) preferences, perceptual efficiency, and self-regulation
Carpente, J. (2013). Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND): A Clinical Manual. Baldwin, NY: Regina Publishers
IMCAP-ND features:
• Three developmentally based, quantitative scales
Guiding principles for conducting assessment process
•Protocols, rating scales, procedures for support, intake forms, and evaluation report templates
Carpente, J. (2013). Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND): A Clinical Manual. Baldwin, NY: Regina Publishers
IMCAP-ND may be used:
• clinical goals and treatment plans
•musically guide therapist in how to work with the client
•communicate information to parents and treatment team
•pre- and posttest measures to evaluate client progress
Population Specific: Neurodevelopmental Disorders
To name a few: • Autism spectrum disorders • Attention deficit hyperactivity disorder • Motor disorders • Traumatic brain injury (including cerebral palsy) • Intellectual developmental disorder • Communication disorders (speech & language disorders • Genetic disorders, such as fragile-X syndrome] • Down syndrome
Note: Evaluate clients at various developmental levels & chronological ages
from children to adults
APA (2013). Diagnostic Statistical Manual Mental Disorders- DSM 5. (5th ed.): American Psychiatric Publishing.
Foundations of IMCAP-ND
IMCAP’s 3 Rating Scales
•Scale I: Musical Emotional Assessment Rating Scale (MEARS) •Scale II: Musical Cognition/Perception Scale (MCPS) •Scale III: Musical Responsiveness Scale (MRS)
B) 5 music domain areas: 1) musical attention, 2) musical-affect, 3) adaption to musical-play, 4) musical engagement, and 5) musical interrelatedness. C) Scoring: 1) frequency, 2) support, & 3) media. ***REFER TO IMCAP-ND MANUAL FOR OPERATION DEFINITIONS***
Scale I: Musical Emotional Assessment Rating Scale
A) Examine client’s ability to react, focus, recall, follow, and initiate five musical elements B) Scoring: 1) frequency, & 2) media
Scale II: Musical Cognitive Perception Scale
Einstein: "Not everything that counts can be counted, and not everything that can be counted counts"
Value of rating scores/numbers
• Help clinician conceptualize clients
• All relative to therapist’s clinical musicianship, knowledge of NDs, and understanding of IMCAP constructs
• Comparing client's to themselves
• Scores express within the context of interactions & relatedness
• Yes, they are quantitative, but is the scorer?
A) evaluate client’s overall responsiveness and tendencies B) Scoring: 1) Frequency , & 2) Media
Scale III: Musical Responsiveness Scale
Session Format
• Individual MT
• Clinical improvisation
• Media
• Musical procedures
• Supportive procedures
• Procedural consideration
• Procedural phases
Procedures for Support Interventions: Least to Most
• Mild – verbal
• Medium – visual
• Moderate support – partial physical
• Maximum support – full physical support
Cooper, H. & Heward , H. (2007) Applied behavioral analysis. Saddle River: NJ: Pearson Publishers
Nordoff, P. & Robbins, C. (2007) Creative Music Therapy: A Guide to Fostering Clinical Musicianship. Gilsum, NH: Barcelona Publishers
***SEE IMCAP-ND MANUAL FOR SUPPORT RATING SCALES***
Scale I: 5 levels of musical responsiveness (MEARS)
1) Musical Attention
2) Musical Affect
3) Adaption to Musical-Play
4) Musical Engagement
5) Musical Interrelatedness
***REFER TO IMCAP-ND MANUAL FOR OPERATION DEFINITIONS***
Video 1
00: 40- 5:48
Preface
• Past MT work w/previous therapist
• Respecting his scripts
• Continuously altering musical content
• Checking in with him, musically i.e. is he “with us?”
• Assessing ability to engage/adapt to range of musical experiences, e.g., tempo, dynamic, & phrasing
• Primary working in procedural phases 1 & 2 (following client’s lead & 2-way purposeful musical-play)
Scale II: Musical Cognitive/Perception Scale (MCPS)
1) Reacts
2) Focuses
3) Recalls
4) Follows
5) Initiates
***REFER TO IMCAP-ND MANUAL FOR OPERATION DEFINITIONS***
Continue with Video…
11:00- 16:27
Preface
• Fixated on clock/time
• Re-directing; assessing in legato while incorporating client’s ideas/fixation
• Tempo & dynamic variation
• Primary working in procedural phases 1 & 2 (following client’s lead & 2-way purposeful musical-play)
Scale III: Musical Responsiveness Scale (MRS)
1) Musical Preferences
2) Perceptual efficiency
Self-Regulation
***REFER TO IMCAP-ND MANUAL FOR OPERATION DEFINITIONS***
IMCAP-ND being tested: Implications for Research
• Inter-rater Reliability
• Validated against ADOS & PDDBI outcomes
• Treatment fidelity against ADOS & PDDBI outcomes
References • Aigen, K. (2005). Music-centered music therapy. Gilsum, NH: Barcelona Publishers. • Bruscia, K. (1987). Improvisational models of music therapy. Springfield, IL: Charles C.
Thomas Publications. • Carpente, J. (2012). DIR®/Floortime™: Implications for improvisational music therapy.
In P. Kern & M. Humpal. Early childhood music therapy and autism spectrum disorders: Developing potential in young children and their families. Philadelphia, PA: Jessica Kingsley.
• Carpente, J. (2013). Individual music-centered assessment profile for neurodevelopmental disorders (IMCAP-ND): Clinical manual. Baldwin, NY: Regina Publishers.
• Cooper, Heron, & Heward (2007) Applied behavioral analysis. Saddle River: NJ: Pearson Publishers.
• Greenspan, S.I., DeGangi, G., & Weider, S. (2001). The functional emotional assessment scale (FEAS) for infancy and early childhood: Clinical and research application. Bethesda, MD: Interdisciplinary Council on Developmental and Learning Disorders.
• Greenspan, S.I., & Weider, S. (2006). Infant and early childhood mental health: A comprehensive developmental approach to assessment and intervention. New York, NY: American Psychiatric Association.
• Nordoff, P. & Robbins, C. (2007) Creative Music Therapy: A Guide to Fostering Clinical Musicianship. Gilsum, NH: Barcelona Publishers
Contact John A. Carpente, Ph.D., MT-BC [email protected] Websites: www.therebeccacenter.org www.DMHmusictherapy.com www.musictherapy.org See IMCAP-ND Clinical Manual: www.DMHmusictherapy.com
Purchase IMCAP-ND http://www.dmhmusictherapy.com/?page_id=3822