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CBMT Exam > Hanser Handbook > Flashcards

Hanser Handbook Flashcards

1
Q

Referral to MT

A
  • MT outlines features of services, expected outcomes, and the profiles of prospective clients
  • once referral is made, the presenting problem is identified and translated into an overall goal for therapy
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2
Q

First Session

A
  • begin to build rapport
  • more information is gathered
  • learn client’s interests, abilities, and talents
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3
Q

Assessment

A
  • analyze nature of presenting problem
  • identify strengths and limitation
  • review client’s musical background, abilities, preferences, and creative interests
  • provide an overall picture of their current status
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4
Q

Goals, Objectives, and Target Responses

A
  • re-examine the overall goal
  • therapist may modify intentions for treatment based on assessment
  • set specific objectives along the way to reach goal
  • target responses further define the objectives in order to facilitate identification of these behaviours
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5
Q

Methods of observation

A
  • frequency
  • duration
  • interval
  • planned activity check
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6
Q

MT Protocols

A
  • therapist develops a protocol based on assessment data and evidence base for particular music-based interventions
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7
Q

MT Treatment Plan

A
  • navigational chart for therapist to follow
  • sequence of objectives outlining a successful course for therapy
  • design determining treatment effectiveness is selected at this point
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8
Q

Implementation

A
  • therapist records progress on an ongoing basis, considers supervision and professional consultation, and revisits therapeutic relationship
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9
Q

Evaluation

A
  • comprehensive analysis
  • conclusions and recommendations for future action in a final report
  • MT ends treatment program and begins another by defining new areas for change
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10
Q

Standards for referral

A
  • utilize or develop appropriate referral protocol for population
  • evaluate the appropriateness of a referral for music therapy services
  • prioritize referrals according to immediate client needs
  • educate staff, treatment team, other professionals regarding appropriate referral criteria for music therapy
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11
Q

Why refer when a multisensory approach to learning is indicated

A

MT involves the senses and movement in space and time

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12
Q

Why refer when there is physical inactivity or limited mobility

A
  • can be administered at bedside without demanding anything from client
  • can be used with clients with severe physical challenges or conditions
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13
Q

Why refer when there is limited cognitive capacity

A
  • MT can be suitable for individuals that find verbal therapy unproductive or who cannot participate in therapies that require higher order thinking or intellectual capacity
  • musical experiences generate new behaviour through learning, functionality, and insight
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14
Q

Why refer when confrontative therapies are inadvisable

A
  • MT’s techniques are non-invasive and offer people opportunities that are failure free
  • The environment is non-threatening and sage
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15
Q

Why refer when compliance is a problem

A
  • element of fun attached

- most people find MT enjoyable while benefiting from it

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16
Q

Why refer when it is challenging to get along with others

A
  • facilitates social interactions

- well-suited to group therapy and family therapy systems

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17
Q

Why refer when there is limited self-awareness

A
  • positively influences self-awareness and self-esteem
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18
Q

Why refer when traditional treatments fail or are contraindicated

A
  • referral is made to MT as a last resort

- other therapies have caused negative side effects

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19
Q

Why refer when there is a need to find meaning or spiritual significance

A
  • encourages a chance of a flow state
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20
Q

Aims of a first session

A
  • establish strong therapeutic presence
  • observe conscientiously
  • taking mental/written notes of client’s responses
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21
Q

Objectives within the first sessions

A
  • develop rapport
  • build therapeutic relationship
  • gather information
  • observe
  • further define the problem and goal
  • outline responsibilities of client and therapist
22
Q

Four major components of therapy that affect outcomes

A
  • extra-therapeutic factors
  • expectancy
  • specific therapy techniques
  • common factors
23
Q

Assessment domains

A
  • cognitive
  • communicative
  • emotional
  • musical
  • physiological
  • psychosocial
  • sensorimotor
  • spiritual
24
Q

Types of assessments

A
  • diagnostic: informs or supports clinical diagnosis
  • interpretive: explains problems relative to particular theory or clinical perspective
  • descriptive: attempts to understand clients in reference to themselves
  • prescriptive: determines treatment needs
25
Q

Standardized tests

A

administered and scored by a qualified professional or identified others

26
Q

Norm-referenced tests

A

compare individual or group scores with averages and other measures of central tendency derived from a wider, selected sample of task takers

27
Q

Content validity

A

degree to which the test is related to the outcome or domain that it intends to assess

28
Q

Criterion-referenced validity

A

how well the test predicts behaviour and may be calculated by comparing its results with those of similar standardized measures

29
Q

Construct validity

A

degree that the test represents certain concepts, attributes, or theoretical foundations

30
Q

Test-retest reliability

A

comparing test performance in replications of the same test at least twice

31
Q

Interrater reliability

A

agreement between observers of the same behaviour or response. more than one person to score or record behaviour, reducing the potential bias of a single observer

32
Q

Advantages of music-based assessments

A
  • non-threatening and anxiety-free testing
  • liberate clients from atmosphere of typical testing environments
  • musical engagement can be a projective test
  • observations provide more direct evidence than would be obtained by asking clients how they would respond to a given situation
33
Q

Projective test

A

uses music as a metaphor for what is happening inside

34
Q

Frequency recording

A
  • used to measure the strength of discrete behaviours

- a record of how many times the behaviour occurs

35
Q

Discrete behaviours

A
  • have a start and end point

- can be separate responses

36
Q

Response rate/percentage

A

amount of times the client responds correctly divded by the number of times the therapist offers a stimulus

37
Q

Duration recording

A
  • length of time the behaviour lasts
  • how long one smiles, cries, holds a note on an instrument, etc
  • using a stopwatch
38
Q

Interval recording

A
  • employed when behaviour is not clearly discrete

- involves determining whether or not the target response has occurred during a brief interval of time

39
Q

Planned activity check

A
  • requires observer to record the number of group participants engaged in the target response at the end of a predetermined observation interval
40
Q

Time sampling

A
  • therapist chooses a limited time just for observation, and just for recording
41
Q

Reliability in observation

A
  • second independent observer is brought in to record target responses simultaneously
  • reliability coefficient above 85% is acceptable for behavioural measurements
42
Q

Reliability coefficient

A
  • (agreements/agreements + disagreements) x100
  • agreement: number of times target behaviour is observed by both
  • disagreements: number of times target behaviour is observed by only one person
43
Q

Baseline observations

A
  • set of target behavioural observations that is indicative of functioning without therapeutic intervention
  • observe behaviour over a period of time
  • record observations until a relatively stable level of responding is noted
44
Q

Functional analysis

A
  • observing behaviours and conditions surrounding target response
  • applied behaviour analysis technique
  • observe events that precede onset of problem, events that immediately follow problem behaviour, and frequency/duration of problem behaviour
45
Q

Antecedent stimuli

A

events that precede the onset of the problem

46
Q

Subjective observations

A
  • consider the interpersonal connections made in therapeutic relationship and the therapist’s clinical judgement
  • report each type of observation separately; they contribute to understanding your client as a whole
  • state the sources of one’s interpretations and identify how conclusions are drawn
47
Q

Defining target responses

A
  • must be a clear observable behaviour
  • principle indicator of change
  • parameters must be precise enough so that two observers would be able to agree if it has occurred
48
Q

Response definition/behaviour descriptor should include

A
  • a descriptor
  • boundaries of the behaviour
  • observational information
  • borderline responses
49
Q

Short term objective

A
  • relates to overall goal but can be accomplished in shorter and more reasonable length of time
  • achievement of objective symbolizes a turning point in therapy,
50
Q

Long term objective

A
  • timeline can vary from a couple of months to a lifetime
  • offers a broad perspective for therapy
  • incentive for change outside of therapeutic context
  • meeting this objective indicates therapy will likely cease
51
Q

SMART goal system

A 
Specific
Measurable
Achievable
Realistic
Time frame

CBMT Exam (27 decks)

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