Chapter 5 - Assessment

Question 1

Assessment

Answer 1

systematic approach to determining current status, strengths, and limitations

Question 2

Requirements for assessment

Answer 2

1. Observe in music and/or non-music settings
2. Obtain client info from available resources
3. Identify functioning level within the domains
4. Identify client’s:
   - active symptoms and behaviours
   - clinical history
   - cultural/spiritual background
   - family dynamics and support systems
   - learning styles
   - music background and skills
   - preferences
   - social relationships
   - stressors
   - resources
5. Document intake and assessment information
6. Understand possible effects of medications
7. Select musical assessment tools and procedures
8. Select non-musical assessment tools and procedures
9. Adapt existing assessment tools and procedures
10. Develop existing assessment tools and procedures
11. Create and assessment environment
12. Engage client in musical and non-musical experiences to obtain assessment data
13. Identify response to different:
    - types of musical experience
    - types of non-musical experience
    - styles of music
    - elements of music

Question 3

Interpreting assessment information

Answer 3

1. Evaluate reliability and bias
2. Identify factors impacting accuracy of assessment info
3. Draw conclusions and make recommendations
4. Acknowledge therapist bias and limitations in interpreting
5. Communicate assessment findings and recommendations

Question 4

Assessment Types:

Answer 4

1. diagnostic
2. interpretive
3. descriptive
4. prescriptive

Question 5

Diagnostic assessment

Answer 5

Informs or supports clinician diagnosis

Question 6

Interpretive assessment

Answer 6

Explains problems relative to a particular theory

Question 7

Descriptive assessment

Answer 7

Attempts to understand clients in reference to themselves

Question 8

Prescriptive assessment

Answer 8

Determines treatment needs

Question 9

How assessments inform treatment planning

Answer 9

1. identify strengths, limitations, and weaknesses
2. give evidence of suitability for a selective goal
3. help determine target responses and specific objectives
4. Determine other potential goals
5. Gather information of nature of target response and prerequisite skills
6. Pinpoint tasks or techniques that the client an and cannot perform
7. Provide a baseline or pretest and post-test

Question 10

Psychometric analyses

Answer 10

Determination of validity and reliability of a test

Question 11

Standardized tests

Answer 11

Administered and scored in prescribed manner by a qualified professional

Question 12

Norm-referenced tests

Answer 12

Compare individual or group scores with averages from sample of test takers

Question 13

Content validity

Answer 13

Degree to which test is related to what it assesses

Question 14

Criterion-referenced validity

Answer 14

How well test predicts behaviour

Question 15

Construct validity

Answer 15

How much test represents concepts, attributes, or theoretical foundations

Question 16

Test-retest validity

Answer 16

Determined by comparing test performances in replications of same test

Question 17

Inter-rater reliability

Answer 17

Agreement between observers of same behaviour/response

Question 18

Advantages of music-based assessments

Answer 18

• MT setting is conducive to nonthreatening and relatively anxiety-free testing
• Verbal and non-verbal expression related to a piece of music may be observed
• Can be a projective test

Question 19

Projective test

Answer 19

Clients use metaphor of music to express something about themselves that may not come to light otherwise

Question 20

Self-Assessment

Answer 20

• documenting our conduct on the spot can be more precise than reporting later
• increase self-awareness
• ex. Music Listening Log

Question 21

Electronic Assessments and Applications

Answer 21

Possible to review and contribute to databases that store information

Question 22

MT investigates these areas to meet the Board Certification Domains:

Answer 22

1. Cognitive skills
2. Communication skills
3. Emotions
4. Musical abilities and preferences
5. Physiological
6. Psychosocial
7. Sensorimotor
8. Spiritual

Question 23

Assessment Checklist

Answer 23

1. Which skills and abilities need to be assessed?
2. What is the purpose of the assessment?
3. What sources of assessment are available?
4. When should assessment take place?
5. How can each skill or behaviour be measured most efficiently?
6. Which assessments have strongest parametric qualities?
7. What music-based experiences provide observation opportunities or analogue/metaphors for types of skills requiring assessment?
8. What other conditions or settings will be used for assessment purposes?

Question 24

Assessment Tool

Answer 24

A test, device, form, or instrument that is developed for the purpose of measuring strengths and weaknesses

Question 25

Baseline

Answer 25

A starting point to serve as basis for measuring change

Question 26

Bipolar disorder

Answer 26

• brain disorder

- results in wide extremes of mood, emotion, activity, and other behaviours

Question 27

Posttest

Answer 27

An assessment that is administered following a therapeutic intervention or at the end of an experimental phase

Question 28

Pretest

Answer 28

An assessment that is administered prior to a therapeutic intervention or experimental condition