ABSTRACTS
Fetal Neurological Processing of
Musical Elements: Implications for Music Therapy Theory and Practice in
the NICU
Deanna Abromeit and Whitney Ostercamp
(University of Missouri-Kansas City)
Neurobehavioral functioning is on a continuum with gestational age (Mouradian,
Als, & Coster, 2000). Inappropriate stimuli that are too complex and
intense can have a negative impact on neurobehavioral development (Als,
1986). When providing interventions for premature infants in the NICU it
is important to understand the relationship between neurological
functioning, behavioral outcomes and the intervention stimulus. For
music therapists, the intervention stimulus is the music, thus an
understanding of the neurological development in relation to the musical
elements is critical to providing evidence-based interventions and
predictable and efficacious outcomes. Current research suggests that
specific elements of music are processed in various parts of the brain (Levitin,
2006; Patel, 2010). Therefore, this paper will discuss the brain
structures that process melody, pitch, rhythm, tempo, dynamics, timbre,
and lyrics and when these brain structures develop during fetal
development.
Music-Based Intervention Reporting in
the NICU
Deanna Abromeit, Mirna Kawar, & Helen
Shoemark (University of Missouri-Kansas City)
Published research suggests that adding music to the NICU environment
can be beneficial for the care and development of premature infants. The
efficacy of music in the NICU has been strongly debated over the years,
particularly related to determining if outcomes were due to the effects
of the stimulus or simply the masking the ambient noise (Philbin & Klaas,
2000). Significant problems with transparent reporting of music
interventions, particularly in the categories of music qualities,
intervention materials, and treatment fidelity inhibit the development
of the music therapy profession and open doors for criticism and
devaluation of the efficacy of music therapy in the pediatric population
(Robb & Carpenter, 2009). Additionally, incomplete descriptions of
music-based interventions propose significant barriers to the
advancement of evidence-based practice (Robb & Carpenter, 2009; Robb,
Burns & Carpenter, 2010). Guidelines for reporting music-based
interventions have been suggested in the literature use of which ensure
adequate reporting of studies, eliminate potential criticism, and
increase understanding of intervention attributes that contribute to
efficacious outcomes (Robb & Carpenter, 2009; Robb, Burns & Carpenter,
2010).
This study reviewed the quality of intervention reporting in music
therapy research utilizing recorded music in the NICU. The purpose of
this study was 1) to provide awareness of the quality of published
research in connection to intervention reporting in the NICU; 2) to
identify problematic areas that are incompletely reported; and 3) to
provide recommendations and guidelines to be considered in future
research.
The Effect of Music Therapy on
Response Time and Number of Prompts Needed to Follow Directions in Four
Young Children with Autism Spectrum Disorders
Ann Armbruster (Western Michigan University)
The purpose of this study was to
investigate the effects of music therapy on response time and number of
prompts needed to follow directions in four 6- and 7-year-olds with
autism. It was a two-level repeated measures experiment with a reversal
of conditions. The music condition consisted of the researcher singing
the direction with guitar accompaniment. The non-music condition
consisted of the researcher using natural speech to give the direction.
Overall results did not show a significant difference between the
conditions and the subjects’ response time and prompts received. Further
analysis of the mean scores revealed that the higher functioning
children with autism responded better to directions given in a musical
context. Implications for further research are provided.
A Music Analysis Method for GIM Music
Programs: The Use of Classic and Hi-Tech Techniques
Mi Hyun Bae (Michigan State University).
A Guided Imagery and Music (GIM) practitioner listens to music with the
ear of a client and with the ear of a therapist. This dual music
listening, which is personal and subjective as well as analytical and
critical, should be pursued attentively and continuously in order to be
better prepared for one’s GIM practice as a human person and as a
therapist. In this vein, I propose an integrative and practical way of
music listening for a clinical or research purpose that employs a
hand-written report and computer-based analysis. As a theoretical
support for this music analysis method, I reviewed literature regarding
music in GIM and music analysis of GIM music programs, while putting
existing approaches into three categories – an analyzer’s listening
experience, musical/musicological scrutiny and a client’s listening
experience.
Test Instruments Measuring Musical
Responses Used in the Journal of Music Therapy, 1998-2009
Mi Hyun Bae (Michigan State University) A
client’s musical response in music therapy is the most important data.
Based on these data, a music therapist sets an initial goal, checks the
client’s response to ongoing therapeutic treatment, and eventually
evaluates the treatment effect on the client. However, as Gregory’s
research revealed (2000), in which she analyzed test instruments used by
Journal of Music Therapy authors from 1984 to 1997, there has been a
paucity of test instruments to measure musical responses. In this vein,
the results of her study and my personal research interests in clinical
analysis of music triggered me to investigate musical tests used in the
Journal of Music Therapy in a more recent period. The purpose of my
paper is to review and discuss the musical test instruments used in the
JMT articles spanning from 1998 to 2009. The criterion for inclusion was
that the research article included a test instrument to measure musical
response. The test instruments based on behavioral observations and
using computerized devices as well as self-report questionnaires were
included; however, physiological measures and behavioral observations
without test instruments were excluded.
Effect of Group Music Therapy on
Teachers' Anxiety, Perceived Efficacy, and Job Engagement
Min-Jeong Bae (The University of Kansas)
The purpose of this study was to investigate the effect of group music
therapy to reduce teachers’ anxiety and enhance perceived efficacy and
job engagement. This study examined two conditions, music and imagery
and cognitive restructuring with improvisation. The music and imagery
(MI) condition included music and imagery in addition to meditation and
breathing. The cognitive restructuring with improvisation (CRI)
condition included the same meditation and breathing as the MI
condition, yet added cognitive restructuring with vocal and instrumental
improvisation, in lieu of music and imagery. Eight teachers from a
preschool in Virginia were randomly assigned to one of the two groups of
four participants in each group. Both groups met for 60 minutes once a
week for six consecutive weeks. The investigator compared participants’
pre- to posttest state and trait anxiety (STAI), perceived teacher
efficacy (TSES), and job engagement (UWES) across both conditions.
Results indicated that the MI condition compared from pre- to posttest
showed a decrease in state and trait anxiety, and an increase in teacher
sense of efficacy (TSES) scores. Results for the CRI group showed an
increase in job engagement (UWES) and teacher sense of efficacy (TSES)
scores. Comparison of the mean scores between the two groups revealed
greater differences for the MI condition compared to the CRI condition
on three out of the four measures: state anxiety, trait anxiety, and
perceived teacher sense of efficacy (TSES).
Song Lyrics Created By and With
Clients in Music Therapy: A Content Analysis of Articles Published in
U.S. Music Therapy Journals 1964-2009
Felicity Baker, (The University of
Queensland) Robert E .Krout, (Southern Methodist University) & Katrina
McFerran, (University of Melbourne)
The varied uses of songwriting for and in clinical music therapy
practice have recently been examined in detail, both in the United
States and world-wide. One recent two-part study described the most
frequently targeted client goal areas in songwriting across a wide range
of client populations, and compared these to the published music therapy
literature. Responses to a 21-question online survey were obtained from
477 music therapists practicing in 29 countries. In the second article,
the authors focused on approaches to songwriting that music therapists
take within their practice with a single population. The purpose of the
present project was to analyze articles published in U.S. music therapy
journals which included song lyrics written by or with clients over a
45-year publication period between 1964 and 2009. This analysis was done
in part to examine how the lyrics in the U.S. songs reflect the 16
client goal areas as reported above by music therapists world-wide. It
was hoped that comparing articles which include client lyrics from the
U.S. music therapy journals with the goal areas reported world-wide
would help place U.S. music therapy clinical songwriting practices into
perspective compared to those the international music therapy community.
The reviewed American journals included Journal of Music Therapy, Music
Therapy, and Music Therapy Perspectives.
The Effect of a Music Therapy
Intergenerational Program on Children and Older Adults'
Intergenerational Interactions, Cross-Age Attitudes, and Older Adults'
Psychosocial Well-Being
Melita Belgrave (UMKC Conservatory of
Music and Dance)
The purpose of this study was to examine the effect of participation in
a music-based intergenerational music program on cross-age interactions
and cross-age attitudes of elementary-age children and older adults, and
older adults’ psychosocial well-being. Twenty-one children in the 4th
grade volunteered to participate in the experimental (n = 12) or control
(n = 9) group. Twenty-six older adults from a retirement living facility
also volunteered to participate in the experimental (n = 14) or control
(n = 12) group. Ten 30-minute music sessions occurred in which
participants engaged in singing, structured conversation, moving to
music, and instrument playing interventions. Data analysis of cross-age
interactions revealed that the interventions “structured conversation”
and “moving to music” were more effective in eliciting interaction
behaviors than the interventions “singing” and “instrument playing.”
Standardized measures revealed that children’s attitudes towards older
adults improved, though not significantly so, after participation in the
intergenerational program. Results of biweekly post-session
questionnaires revealed a decrease in negative descriptions of older
adults and an increase in positive descriptions of older
adults—suggesting a more positive view towards aging. Results revealed
that older adults’ attitudes towards children improved significantly
after their participation in the intergenerational program. While
standardized measures revealed that older adults did not perceive a
significant improvement in their psychosocial well-being, their
bi-weekly post-session questionnaires showed they perceived increased
feelings of usefulness and other personal benefits from the
intergenerational interactions. Suggestions for future research, the
utility of varied measurement instruments, and implications for practice
are discussed.
An Exploration of Music Therapy as a
Strength-Based Treatment in Adolescents with Chronic Medical Conditions
and Depressive Symptoms
Molly Boes & Paul Nolan (Drexel
University)
This study explores music therapy with adolescents who have a chronic
medical condition and also show depressive or dysphoric symptoms. There
are many options, both pharmacological and psychotherapeutic, for
treating these symptoms, but there is little research in the field of
music therapy for addressing the specific needs of these adolescents.
Using database searches, literature was complied and reviewed on topics
including adolescent development, the effects of chronic medical
conditions on adolescents, and current treatment options for this
population, including psychopharmacology and various theories of
psychotherapy including the creative arts therapies. Music therapy was
defined and applicable literature was addressed.
Music and Children with Disabilities:
A Research Update (1999-2009)
Laura Brown, Kimiko Glynn & Judith A.
Jellison (The University of Texas at Austin)
A systematic review of published research provides an overall
perspective that can be useful to
organizations and individuals as they make decisions concerning future
priorities for research and
practice. A review of music research with children with disabilities
takes on particular importance
because of the dramatic and continuing changes taking place as a result
of the Individuals with
Disabilities Education Act (IDEA). In a review of published music
research (1975-1999) pertinent to children and youth with disabilities,
Jellison (2000) established criteria for the inclusion of studies as
well as categories and criteria for analyses. Results of the review show
effectiveness of music therapy to reach non-music outcomes although
music outcomes were identified far less often as variables for study.
Effects of Live Singing on Premature
Infants' Physiological Parameters
Josh Bula (The Florida State University)
& Andrea Cevasco (University of Alabama)
Researchers indicated the effectiveness of music listening for premature
infants; however, only one study examined the effects of live singing.
Since October 2009, music therapy has been implemented for premature
infants, birth gestational age between 26 to 36 weeks, in a neonatal
intensive care unit (NICU) in the southeast area of the United States.
Music therapy services involved live singing with guitar accompaniment
for approximately 15-20 minutes; services were provided to medically
unstable infants, (i.e., receiving mechanical ventilation) on the
high-risk side as well as those on the intermediate care side who were
30 weeks and older. Preliminary data was collected on 34 infant’s oxygen
saturation levels, heart rate, and respiratory rate prior to and
following music therapy. Results indicated a significant difference for
infants’ heart rate before and after music therapy, p < .01. While there
were no significant difference for oxygen saturation and respiratory
rate, p > .05, some infants experienced positive effects for these
physiological measurements. Clinical implications are discussed.
Music Therapists' Perception of Top
Ten Popular Songs by Decade (1900s-1960s)
Andrea Cevasco (The University of
Alabama) & Kimberly Van Weelden (The Florida State University)
Since the older adult population encompasses a wide age range and
various physical and cognitive functioning levels, it is important to
examine differences in song selection according to older adult
sub-populations; music therapists might utilize different repertoire
according to their clients’ physiological and psychological abilities.
Therefore, the purpose of this study was to survey music therapists,
asking them to identify the top 10 popular songs from each decade, 1900s
through the 1960s, based on the comprehensive list of songs from the
Cevasco and VanWeelden (2010) study. Specifically, the study sought to
examine the top 10 songs according to three sub-populations of older
adult clients (Alzheimer’s/Dementia, Geriatric Clients, and Well
Elderly). Also of interest was the number of music therapists’ who know
a song versus those who used a song with older adults.
Music Brightens Seniors' Life: A Study of
Social and Psychological Benefits of a Creative Band for Older Adults
Hsin-Yi Cheng (The University of Iowa)
This study focuses on “Creative Band for the Young-Hearted Senior,”
which is the “oldest” band in Tainan, Taiwan and also is a course in a
community center. The band is made up of 42 elders with an average age
of 74. Some of the members suffer from stroke, hearing impairments, or
are wheelchair bound. This band has often been invited to perform in
public occasions, has appeared on television, and has been featured in
newspaper articles several times. The researcher was the teacher for
this band. The elders practiced once a week, for 90 minutes over two
years. During practice, the researcher taught members to understand
musical elements through music activities and to make their own
instruments, such as clappers and maracas made of natural or recycled
materials. In addition, stick notation and pictures were used to train
rhythmic skills. The performance of this band combined music with
movements and art. The repertoire included familiar music from classical
as well as Taiwanese, Chinese and English popular music styles. The
instrumentation used included percussion instruments, keyboards and
hand-made instruments. In this study, the researcher demonstrated the
effects of participating in this band on members’ social interaction,
psychological and physical well-being through field observation and
semi- structured interviews. This study shows that participating in the
band was a medium for promoting interaction with peers and family as
well as a catalyst which improved physical functioning and increased
sense of self-achievement. Music motivates seniors to stay involved with
other people in the community. Because of engaging in such a music group
activity, they have opportunities to perform and show their vitality on
public occasions, and have contact with people outside the community.
Anecdotally, the band members appeared to be more considerate and
cooperative with one another as a result of on-going participation in
the band. This research encourages community centers and institutes to
offer more group music lessons to increase physical and psychological
well-being and to decrease isolation. Future research should include
physical measures that document more clearly possible benefits to
physiological functioning.
Music as a Projective Instrument in
the Assessment of Personality: Sexual Offenders and “Non-Disordered”
Peggy Codding & Earl Stump (Berklee
College of Music)
When music can be categorized with some degree of reliability according
to preference by particular “personality groups,” then music might be
used as an informal projective tool in clinical assessment. The purpose
of this study was to develop and begin validation of an instrument using
music as projective “media” in the informal assessment of personality.
It is hypothesized that, in the case of “disordered populations” such as
Sexual Offenders, specific lyric themes expressed in contemporary music
represent associations beyond the music. Objective: Given that music is
able to tap specific emotional themes and that high inter-rater
agreement as to the nature of these themes is possible, the purpose of
this study was to investigate the relationship between music preference
and personality themes.
Carol Hampton Bitcon: A Pioneer in
Orff-Based Music Therapy
Cynthia M. Colwell (University of Kansas)
The researcher’s intent for this project was to delve deeper into the
life of Carol Hampton Bitcon and examine her roles in both AMTA and AOSA
and how she bridged those two “worlds”. Specifically, the researcher
attempted to answer the following questions:
What is the personal chronology of Carol Hampton Bitcon’s life? What is
the professional chronology of her life as a music therapist? How did
she become interested in the Orff approach? Who were the individuals
influential in this interest? How specifically did she integrate that
into her clinical practice? Was she Orff certified? What level of
training did she obtain? What was her role in AMTA? What was her role in
AOSA? What role did she have in the development of the MT program at
Seattle Pacific? What was her philosophy of Orff-based music therapy, as
indicated in her books, conference presentations, and other writings?
The Effect of Music Technology on
College Students' Retention during Repeated Memorization Tasks
Allison Cross & Barbara Wheeler
(University of Louisville)
This research examined the effect of using music technology on students’
retention while performing repeated memorization tasks. Participants
were 11 college non-music major students who were taking communications
or social work courses at a large metropolitan university. They were
randomly assigned into one of two conditions: interacting with a source
of technology before performing memorization tasks (group A) or
interacting with each other before performing memorization tasks (group
B). An analysis of variance for repeated measures found no significant
differences (p < .05) in the time that it took to complete the on-line
memory task for any of the three observation times nor any interactions
between the performance of subjects in any of the conditions on any of
the three observation times. Implications on the use of music technology
in education are discussed.
An Examination of Therapeutic
Approaches Employed by Music Therapists Servicing Children and Teens
with Behavior Disorders
Jessie Crump (The Florida State
University)
The purpose of this study was to examine the therapeutic approaches
employed by music therapists servicing children and teens with behavior
disorders. The therapeutic approaches were examined in relation to: (a)
the frequency of approaches (behavioral, analytical, Nordoff-Robbins,
etc.) employed by music therapists, (b) the degree to which
interventions employed by music therapists followed the research
literature on evidence-based practice with children and teens who have
behavior disorders, (c) the degree to which therapists’ approaches were
influenced by their academic training (approach stressed by their
university program) and by their professional identity (behaviorist,
Nordoff-Robbins practitioner, etc.), and (d) the degree to which
therapists’ approaches influenced the goals they addressed, and (e) the
degree to which therapists’ approaches influenced the interventions they
used with children and teens who have behavior disorders.
Board-certified music therapists from the 2009 American Music Therapy
Association Sourcebook who worked with children and teens with behavior
disorders served as participants (N=114). Participants completed a
28-item questionnaire that addressed the five research questions and
included items related to participants’ demographic information, their
education, therapeutic approaches, music therapy experiences, behavior
disorder caseloads, music interventions, and non-music techniques.
Results indicated that (1) the most frequently utilized approach was
behavioral, followed closely by eclectic, (2) 79.40% of music therapists
continued to follow the approach stressed by their university programs,
(3) participants’ professional approaches did not influence the social
goals the music therapists addressed, though approaches may have
influenced the other goals they addressed with children and teens who
have behavior disorders, (4) participants in the present study employed
therapeutic interventions that followed the research literature on
effective practices with children and teens who have behavior disorders,
and they also employed interventions that have yet to be studied by
researchers, and (5) participants’ therapeutic approaches influenced the
interventions they employed with children and teens who have behavior
disorders. These findings highlight the relationship between
participants’ education, their professional identity, and their
approaches to servicing children and teens with behavior disorders.
Additionally, results from this study identify interventions used by
music therapists that follow the research literature on effective
practices with children and teens who have behavior disorders; also
identified are interventions that have yet to be examined by
researchers.
Accessible Music Instruction via
PianoWizard T: Four Case Studies of Individuals with Intellectual
Disabilities
Alice-Ann Darrow & Yen-Hsuan Yang (The
Florida State University)
The purpose of the four case studies was to determine the effectiveness
of a technology-based piano curriculum for individuals with intellectual
disabilities. The piano curriculum, Piano Wizard™, was designed to teach
music reading and piano skills using technology similar to the popular
music software and hardware Guitar Hero or Donkey Konga. The simple goal
of the video game is to press the correct note at the correct time.
Every song is followed by applause, and the player gets a percentage
score of correct notes. The music is adaptable depending on the player’s
cognitive and physical abilities. Using a MIDI keyboard, the player can
choose to play the left hand or right hand part, or use both hands.
Initially, a player only needs to use one or two fingers in each song,
but as the player progresses, more fingers can be used and the songs can
scroll faster, resulting in a faster tempo. Both the music and the
keyboard are initially color-coded. The player proceeds through 4
levels. In level one, a colored object scrolls up the screen and the
player attempts to press the correct piano key when the object passes a
specified target on the screen. The second level is the same as level
one; however, the keyboard appears on the left side of the screen
instead of the bottom. The purpose of this orientation is to help the
player learn the function of the staff and how notes typically appear on
a staff. The third level uses regular music notation with colored notes.
The fourth level uses the normal music staff, typical black and white
notation, and a MIDI or regular keyboard.
Using Music to Facilitate In-School
Transitions for Students with Autism
Ellen DeHavilland, Bryan Hunter, Leslie
Hunter, Robyn Incardona, Margaret McKeown, Emily Plassman, Tricia
Polchowski, Nickole Riedl Sleight & Edy Zordan (Nazareth College)
The purpose of this study was to determine if students with autism
transition better between locations in school with a music therapy
intervention than students who do not receive any intervention.
Transitions are often challenging for students with autism resulting in
the manifestation of a variety of inappropriate behaviors such as
screaming, kicking, hiding and hitting. Kern, Wolery and Aldridge (2007)
found that the use of individually composed songs assisted children with
autism to participate in the morning routine at their inclusive
classroom.
Music Therapy for Young Adolescents
Who Have Experienced the Death of a Loved One
Deborah Dempsey & Dr. Cathy McKinney
(Hayes School of Music)
Those who experience the death of a loved one in early adolescence need
supports to assist them with the changes they experience. Adolescents
who experience a death may struggle to find support and healthy
mechanisms to cope with the loss in addition to the developmental tasks
of adolescence (Gordon, 1986). Grief responses of adolescents are
complex; therefore, services need to be available to help assist them
and meet their needs (Stokes, Reid, & Cook, 2009).
The purpose of this study was to determine the effects of a music
therapy based support group on depressive and grief symptoms in young
adolescents who have experienced the death of a loved one. Participants
were 3 middle school students, ages 11-12. Measures utilized to
determine the effects of music therapy on grief symptoms were the Texas
Revised Inventory of Grief (TRIG; Faschingbauer, et al. 1987) scores on
which range from 13 (low grief) to 65 (high grief) and the Depression
Self-Rating Scale (DSRS; Birleson, 1981), on which scores range from 0
(low depression) to 36 (high depression).
Music Therapy Support Groups for
Cancer Patients and Caregivers
Abbey Dvorak (University of Iowa)
The purpose of this study is to examine the effect of a six-session
music therapy support group on mood, coping, social support, and quality
of life of individuals diagnosed with cancer and their caregivers
(family or friends). Participants were recruited from a cancer center at
a large Midwestern hospital, a local Hope Lodge, and the surrounding
communities. Groups were held at a local American Cancer Center Hope
Lodge in a large conference room.
The Professional Musician as
Pedagogue: Private Lessons for Students with Special Needs
Alejandra Ferrer, Patricia Flowers &
Christina Pelletier (Ohio State University)
The purpose of the study was to gain in-depth information about whether
selected professional musicians taught special needs students in their
teaching studios and, if so, what were their perceptions, experiences,
and successes in working with those individuals. We used a snowball
sampling technique to recruit interviewees representing a variety of
musical instruments and levels of professional experience. None of the
musicians had degrees in music education or music therapy. We engaged
them in a 15-question structured interview process that lasted between
15-45 minutes. Interviewees were encouraged to provide specific examples
about their studio expectations, students they thought had a disability,
instructional processes, adaptations of materials or instruments,
concerns and successes. We were particularly interested in whether they
thought additional information about working with students with
disabilities would benefit them and their studio instruction.
Preliminary results showed that many of the musician/pedagogues taught
students with disabilities although not all could identify or label the
specific disability. Students were often thought to have some
characteristics of ADD or autism. Following a content analysis of the
structured interviews, we will discuss how the individual teachers
described what did and didn’t work, how they approached
teaching/learning for their students, and whether they had an interest
in additional professional development in music pedagogy.
Multicultural Feminist Music Therapy
Applied to BMGIM with a Woman with Complex-PTSD
Seung-hee Eum (Michigan State University)
The purpose of the research presentation is to inform
multicultural-feminist music therapy by focusing on a case study
conducted with BMGIM between an American female client with Complex-PTSD
and a Korean female therapist. During BMGIM sessions: 1) the therapist
focused on mutually empowering, egalitarian relationships, which are
feminist therapy approaches; and 2) the therapist was also aware of
multicultural therapy approaches, using a culturally sensitive
assessment tool, named the ADDRESSING framework. These two
approaches—feminist and multicultural—help this case study inform a
multicultural-feminist music therapy.
Multicultural Music Therapy
Curriculum: A Reconceptualized View Constituted by Postmodernism
Seung-hee Eum (Michigan State University)
The purpose of this research presentation is to discuss a new way of
thinking a re-conceptualized view constituted by postmodernism—about
music therapy curriculum, which is a multicultural music therapy
undergraduate degree program to help a changing society, especially a
society that is becoming multicultural. For this, the research poster
presentation provides definitions for multiculturalism that expand the
concept of multiculturalism and argues for a multicultural music therapy
undergraduate program in a re-conceptualized approach to curriculum.
The Effects of Music Therapy in
Orthopedic Rehabilitation of Older Adults: A Program Analysis
Erin Fox (Bethel University)
This study examined the effects of music therapy in orthopedic
rehabilitation with older adults (N=17). Participants were alternately
placed in control and treatment groups. Participants in the control
group received physical and occupational therapies as prescribed,
whereas the treatment group received five music therapy treatments per
week, which were integrated into their treatment programs. Music therapy
interventions included Patterned Sensory Enhancement (PSE), Rhythmic
Auditory Stimulation (RAS), and Therapeutic Instrumental Musical
Performance (TIMP). These techniques address upper and lower body
strength, gait, and balance, respectively. In both groups lengths of
stay and refusals to attend therapy were recorded and a questionnaire
regarding satisfaction with the therapy process was administered upon
discharge. Results indicated that music therapy had a significant effect
in several areas of mobility status and ADLs, including use of a rolling
walker, toilet transfer, upper extremity dressing, lower extremity
dressing, and functional transfers. The treatment group had a shorter
mean length of stay, and provided more positive responses to the
questionnaire, although these results were not significant. Further
research is warranted to explore the benefits of music therapy in
orthopedic rehabilitation with older adults and cost effectiveness of
this type of program.
Popular Music as a Socializing Agent
for a Middle School Boy with Asperger’s Syndrome: A Case Study
Mathieu Fredrickson, William Fredrickson
& Clifford Madsen (The Florida State University)
Asperger’s syndrome is popularly described as a disorder on the autism
spectrum manifested most often by difficulty sustaining typical social
interactions, particularly with peers. The subject of this case study
was a 13-year-old male with Asperger’s in a main streamed middle school
setting. The subject was moderately successful in school academically
but had trouble making friends and experienced some instances of
bullying by other students. Behavioral observations and subject reports
indicated the subject had little success sustaining “small talk” and
when not in class was most often seen alone (eating lunch, in the school
hallway, after school, etc.). The subject was given an MP3 player and
told that they could keep it if they completed some tasks. The subject
was to ask 5 boys and 5 girls, of his choosing, to tell him what their
favorite song was and why they liked it. Then he was given a gift card
and instructed to find the various pieces of music on-line and download
them to the MP3 player. His next task was to listen to the music and
then write a paragraph about each piece explaining why his peers said
they liked those tunes and what things about the music or lyrics he
thought caused them like it. When writing about the songs, and why
peers liked them, the subject identified both musical and social aspects
of the music and lyrics. Themes included sexuality, emotions, forbidden
behaviors (sex, profanity, drugs), and various human interactions
including differences between how boys and girls may perceive and react.
In addition the subject wrote about musical aspects of the songs that he
felt made them attractive to peers and to him. When asked about whether
or not he was aware of this music before the project and how he liked
the music the subject indicated that this was not the type of music he
listened to but that he had enjoyed coming to know some of these songs
and would continue to listen to some of them. He also stated that he
felt that he was “friends” with some of the peers with whom he had
interacted during the project. Behavioral observation confirmed that the
subject occasionally talked to some other students during times in
between classes and regularly ate at a table with several other students
during lunch, although his verbal and physical interactions with these
peers still placed him somewhat on the periphery of the group. Based on
this case it is recommended that systematic use of popular music to
facilitate social interaction between those with Asperger’s syndrome and
their neuro-typical peers be further explored.
Employment Trends in the American
Music Therapy Association, 1998-2009
Amy Furman & Michael Silverman
(University of Minnesota)
The purpose of this study was to analyze employment trends of music
therapists who are members of the American Music Therapy Association
(AMTA) from its inception in 1998 to 2009. The authors analyzed
descriptive statistical profiles of the AMTA membership from the last 12
Member Sourcebooks. Results indicated that since 1998, an overall
addition of 500 music therapy jobs have been created. Most new music
therapy positions were created in schools, nursing homes, and
self-employment/private practice. Concerning work settings, standard
deviations were relatively small indicating little change in work
settings over time. However, there was a rise in the number of music
therapists working with clients with autism. Data indicated that many
music therapists continue to work in self-employment and private
practice. Overall, AMTA membership seems to be slightly aging and tends
to be slightly less experienced. Implications for academic curricula and
sustaining the membership of AMTA are provided. Limitations and areas
for future research are provided.
Communicative Acts in Music Therapy
InterventionS with and without Aided Augmentative and Alternative
Communication Systems
Anita Gadberry (University of Kansas)
Competent communication is essential in daily life, yet many people
cannot communicate via the standard means of speech, and thus require
the use of Augmentative and Alternative Communication (AAC). Music
therapists treat clients that utilize AAC; however, there is a lack of
research literature examining communication in music therapy sessions
with AAC. The present study was designed to assess the (a) frequency of
a client’s intentional communicative acts, (b) nature of a client’s
communicative functions, and (c) frequency of the therapist’s prompts
for communication within a music therapy intervention with aided AAC and
one without aided AAC.
Active Music Engagement with
Emotional-Approach Coping to Improve Well-Being in Liver and Kidney
Transplant Recipients
Claire Ghetti (University of Kansas)
Liver and kidney transplant recipients report elevated psychological
distress following transplant in comparison to other types of organ
transplant recipients. Negative affective states can lead to immune
dysregulation and adverse health behaviors, and therefore may contribute
to disease. In contrast, positive affective states can broaden
individuals’ thoughts and actions to promote the accumulation of coping
resources. Music therapy is a form of non-pharmacological intervention
that may positively impact affective states and improve coping in
individuals following transplant surgery. Coping strategies have
traditionally been conceived of as being either problem-focused or
emotion-focused in nature, while contemporary theory and research
supports a different division: approach-oriented strategies versus
avoidance-oriented strategies. Emotional expression may function as an
active or approach-oriented strategy. Emotional-approach coping relates
to the use of emotional expression and emotional awareness to facilitate
coping with significant life stressors. The current study evaluated the
impact of music therapy with and without a specific emphasis on
emotional-approach coping. This study used Active Music Engagement (AME)
and Emotional-Approach Coping (EAC) to impact the well-being of
post-operative liver and kidney transplant recipients.
Descriptive Analysis of YouTube Music
Therapy Videos
Lori Gooding (University of Kentucky) &
Dianne Gregory (The Florida State University)
The purpose of this study was to conduct a descriptive analysis of music
therapy- related videos on YouTube. Preliminary searches using keywords
music therapy, followed by music therapy session, followed by “music
therapy session” resulted in listings of 5000 hits (i.e., videos
triggered by the search term), 767 hits, and 59 hits, respectively. The
sample for the descriptive analysis was the final listing of 59 videos
retrieved on June 4, 2010. The videos were divided between two
investigators and reviewed in order to determine their relationship (or
lack thereof) to music therapy. A total of 32 videos were determined to
be depictions of music therapy sessions.
The Effect of a Music-Therapy-Based
Social Skills Training Program on Social Competence in Children and
Adolescents with Social Skills Deficits
Lori Gooding, (University of Kentucky)
Strong social skills are vital for successful functioning in life.
Social skills enable individuals to interact appropriately with others
and impact (a) academic success, (b) peer and family relationships, (c)
employment and (d) extra-curricular/leisure activities. Research
indicates that deficits in social functioning during childhood are
linked to a variety of negative outcomes including: (a) substandard
academic performance, (b) high incidences of school maladjustment, (c)
expulsions and/or suspensions from school, (d) high dropout rates, (e)
high delinquency rates, (f) impaired social relationships, (g) high
incidences of childhood psychopathology and (h) substance abuse.
Research also suggests that the impact of impaired social functioning in
childhood can be long lasting and contribute to (a) a lack of
postsecondary education and training, (b) unemployment or
underemployment, (c) unstable and unfulfilling personal lives and (d)
adult mental health issues. At the same time, research also indicates
that programs designed to improve social competence can positively
impact an individual’s social functioning. The purpose of this
dissertation was to examine the effect of a music therapy-based
intervention program on improving social skills competence in children
and adolescents with social skills deficits.
Live and Recorded Music: Differences
in Preference among College Musicians
Armistead Grandstaff & Barbara Wheeler
(University of Louisville)
This study investigated differences in preference between live music and
recorded music by music majors. Two music examples of Francisco
Tárrega’s Lagrima, one live and one recorded, were performed for two
intact groups of undergraduate university students and followed by a
series of questions presented on a questionnaire. Preference was
assessed using a survey of follow up questions from the questionnaire.
Out of 15 students participating in the study, 11 preferred the live
music presentation, 3 preferred recorded, and 1 indicated no preference.
A Chi Square analysis found the results to be significant at the 0.033
level with one degree of freedom.
The Effects of Vibroacoustic Therapy
on Range of Motion and Spasticity Levels of Post-Stroke Patients in a
Long Term Care Setting
Elizabeth Griffin (University of Kansas)
The purpose of this study was to investigate the effects of
vibroacoustic therapy on range of motion and spasticity levels of
post-stroke patients in a long term care setting. Six subjects
participated in passive range of motion (PROM) engagement across six
sessions. Each subject received all three conditions two times across
the sessions, therefore receiving each condition twice. Condition A
consisted of vibroacoustic therapy (VA) prior to PROM engagement and
silence during PROM engagement, condition B consisted of silence prior
to PROM engagement and VA therapy during PROM engagement, and condition
C consisted of silence prior to and during PROM engagement. The Ashworth
Scale was used in both pre and posttest to measure resting posture
levels and a goniometer was used in both pre and posttests to measure
range of motion. Analyses of data revealed that VA therapy during PROM
engagement was significantly more effective than silence prior to and
during PROM engagement for elbow range of motion scores. Results also
indicated that both conditions of VA therapy were more effective than
silence for shoulder abduction scores. The physical benefits indicated
by the data suggest potential outcomes from further studies with a
larger sample size.
Point of View: What Fludd, Kepler, and
Brahe Can Teach Us When Looking at the Stars and at Music Therapy
Robert Groene (UMKC Conservatory of Music
and Dance)
The purpose of this research was to investigate the evolution of
professions as detailed by the polarity and diversity of viewpoints.
17th Century science (Cosmology/Astronomy) was compared with 21st
Century Music Therapy (an art and a science). Basic Questions: 1) To
learn about how ancient philosophers viewed the ties with music theory
and the heavens. 2) To learn how careful calculation of basic data over
time can inform larger theoretical constructs in a profession. 3) To
discuss polarity and diversity of viewpoints within professions,
including music therapy.
On the recent 400th anniversary of the telescope, this research was
undertaken with a focus on three historic 17th Century figures: Tycho
Brahe, Johannes Kepler, and Robert Fludd. They began their careers in
medicine, science/mathematics, and music with disparate theories of
planetary movement and the effect of music upon them. By the end of
their lives, one would change his theory of the universe based on the
careful observations of planetary movement by one of the others, and one
would remain steadfast in mystical explanation, provoking spirited
debate between two of them.
Melody and Memory: Utilizing Familiar
Melodies to Facilitate Recall of Unconnected Texts
Aimee Hinote & Barbara L. Wheeler
(University of Louisville)
It is a common belief that using a familiar melody can facilitate in
memory recall. The effects of presentation mode on word recall were
examined. A list of 10 words was chosen using a Random Word Generator.
Undergraduate volunteers were randomly assigned and tested for word
recall after listening to the list of words presented in one of two
conditions: spoken or sung. On a pen and paper test, participants were
asked to list as many words as they could recall in one minute. Words
were counted correct only if they were verbatim and not substitutions or
alterations of the word. The current study found no significant
difference between the spoken and the sung conditions. Explanations for
these results were considered. More structured and consistent research
is needed to prove if this common belief is correct.
Results of a Twelve-Week Combined
Individual and Group Music Therapy Intervention versus Traditional
Individual and Group Therapy for Partial Hospitalization Youth
David Hussey, Deborah Layman & Anne Reed
(Kent State University)
A child mental health research study employed the use of a matched-pairs
pre/post design in order to look at the utility and application of four
specific music therapy protocols for use with traumatized children who
manifest serious emotional and behavioral disturbances. Collectively,
the Ohio Scales and BES data strongly suggest that partial
hospitalization children who received music therapy showed greater
improvements during the twelve week treatment period spanning
approximately 90 days, and some of these differences endured until their
final Ohio Scales rating approximately 146 days later. These trends in
the data, with small matched paired samples, strongly suggest evidence
of a music therapy effect. This study represents one of the few
rigorous, quasi-experimental matched-pair designs used to help
disentangle the confounding effects of multiple-milieu residential and
partial hospitalization treatments running parallel to a specific
intervention (music therapy) under study.
Six-Session Group Music Therapy vs.
Traditional Group Therapy for Children Receiving Partial Hospitalization
Treatment
David Hussey, Deborah Layman & Anne Reed
(Kent State University)
A children’s mental health treatment agency expanded, integrated, and
tested attachment and abuse recovery group music therapy protocols in a
large Midwestern child partial hospitalization program. Prior to the
six-week music therapy group intervention in the partial hospitalization
program, subjects were observed in their traditional partial
hospitalization (P.H.) group therapy sessions. In each group therapy
rating situation, a music therapist rater randomly selected (by drawing
names) three children who would be observed and rated using the Group
Therapy Assessment Instrument. This instrument was developed for use
with children who have serious emotional disturbances, including those
children who require placement in a residential or partial
hospitalization treatment program. The instrument measures group
functioning across nine domains: attention to task (physical and
verbal), eye contact, pro-social skills (physical and verbal), empathy,
and managing negative affect (physical and verbal). The physical and
verbal behaviors specifically identified in each domain are measured
along a continuum anchored by defensive/withdrawn behaviors on one pole,
and disruptive/intrusive behaviors at the other pole. In the middle of
the continuum are target behaviors. Defensive/withdrawn behaviors
include those behaviors that indicate social and emotional deficits
(i.e., withdrawn, depressed, timid, shy, fearful, covert observed
behaviors).
Rocking and Rolling of Adolescent
Stressed Mind with Music Therapy
Tanu Jagdev (The India Krishna Society)
The study aims to evaluate the efficacy of music therapy program for the
adolescents in lowering students down their academic stress. It was
hypothesized that post intervention academic scores would be less as
compared to pre intervention scores. A Pre-Post design was adopted.
Academic stress Scale by Abha Rani Bisht (1987) was used. Using this
scale, fifty adolescents with high academic stress were identified.
Music Therapy was given for a period of fifteen days to participants.
After intervention, the same scale was re-administered. T-test was
applied to see the effect of music efficacy. Post intervention
procrastination academic stress scores found to be less as compared to
the pre intervention scores.
Correlation of Acoustic Analysis of
Pitch/Rhythm with Perceptual Impression Evaluations and Articulation
Improvements after Vocal Training for Dysarthria Patients
Maki Kato, Seiichi Nakagawa & Kasumasa
Yamamoto (Toyohashi University of Technology)
This study was achieved through singing instruction exercises to improve
vocal articulation for dysarthria patients. During the fundamental
research, we found a strong correlation between acoustic analytical
measurement (objective evaluation) and perceptual impression evaluation
(subjective evaluation)1). However, in this previous research, the
results were based on a small quantity of data. Thus, in this study we
increased the number of patients and their tests.
Analysis of Poster and Publication
Trends in the American Music Therapy Association
Beth Kimura, Michael Silverman
(University of Minnesota) & Eric Waldon (Kaiser Permanente)
The purposes of this study were to: (a) analyze trends in poster session
presentations at the national conference; (b) identify factors related
to the number of posters presented; and (c) explore the rate of
publication in journals both inside and outside of the American Music
Therapy Association (AMTA). Results indicated that most research posters
at the AMTA national conference were presented by authors in the
Southeastern and Midwestern regions. Additionally, the number of
graduate schools in the region was the largest predictor of poster
presentation, accounting for approximately 14% of the unique variance.
Finally, a systematic literature search indicated that the majority of
posters were not published. However, of the posters that had been
published, most posters were published in the Journal of Music Therapy.
Limitations of the analysis and suggestions for future research are
provided.
Music Therapy for School-Aged
Individuals with Varying Exceptionalities: A Content Analysis (1975 -
2009)
Sarah Klein (Abilitations Children's
Therapy & Wellness Center)
The purpose of this study was to analyze the contents of experimental
research from 1975 – 2009 in the field of music therapy that involved
school-aged children with varying exceptionalities. Sixty-four published
and unpublished studies met criteria for inclusion and were catalogued
and coded for the following characteristics: type of source, total
number of participants, population, age range, research design, duration
of study, presentation of music, non-musical objective, method of
evaluation, intervention strategies used, and effectiveness. A wide
variety of strategies were used, including background music,
mood-inducing music, music as a mnemonic device or instructional tool,
musical antecedents, and music used as a contingency or to facilitate
structure. Musical activities included singing, playing instruments,
moving to music, listening to music, songwriting, using sign language
with music, and musical games. Results of this content analysis support
the use of music therapy in schools to address the educational
objectives of children and youth with special needs.
College Students' Music Listening
Preferences When Studying Mathematics
Andrew Knight (University of North
Dakota)
The purpose of this study was to ascertain college students’ perceptions
of the efficacy of music listening on studying for math courses. Three
hundred and thirty-nine college students (N=339) participated by
completing the survey instrument, created by the researchers, called the
Assessment of Math and Music Preferences of Students (AMMPS).
Significant differences were found in several comparison areas from the
demographics portion of the questionnaire. Also notable was a high
reliability for several constructs, including arousal, physical distance
and mental distance to distraction. Forty percent of students indicated
they often listen to music of their choice while they study, and forty
percent also reported listening to music while they study or had studied
math, specifically.
Music Therapy Students; Perception on
Undergraduate Research Class
Soo-Jin Kwoun (Maryville University at
St. Louis)
The study was conducted to investigate undergraduate music therapy
students’ perception on class components that are designed to meet class
objectives of the research class. Music therapy is one of the fields
where therapists with a baccalaureate degree are engaged in clinical
practice. As evidence-based practice is gaining more recognition in the
field, music therapists’ ability to understand, analyze and apply
published research to their practice becomes more important (Wheeler,
2005). Therefore, the research class offered to undergraduate music
therapy students plays a very important role in preparing students to
become active research consumers who read, understand, critique and then
utilize research findings to solve various clinical issues. Despite its
importance, however, there has been no study conducted on music therapy
research methodology classes offered to undergraduate music therapy
students. Exploring students’ perception of their experiences in
research courses will provide valuable information to music therapy
educators regarding how to design and instruct the class.
The Effect of Music Therapy on Stress,
Pain, Nausea, Sense of Well-Being, and Treatment Perceptions on Patients
and Caregivers on a Medical Oncology-Hematology Unit: Preliminary
Analyses
Erin Lane, Michael Silverman & Jenny
Ulmer (University of Minnesota)
The American Cancer Society (2009) estimates that almost 1.5 million new
cancer cases were diagnosed during 2009 in the United States, resulting
in over half a million cancer-related deaths that year. Music therapy
may help address psychosocial concerns of hospitalized cancer patients
and contribute to management of unpleasant symptoms. The purpose of this
study was to determine the effect of a single music therapy session on
stress, pain, nausea, sense of well-being, and treatment perceptions on
patients and caregivers on a medical oncology-hematology unit.
Participants (N = 27) were randomly assigned to a wait-list control or
experimental group. Those assigned to the control group completed a
short questionnaire to assess symptoms before receiving live, patient
preferred music performed by the researcher on guitar and voice.
Participants assigned to the experimental group completed the
questionnaire after receiving music therapy. The only variable that
reached statistical significant was perception of therapeutic
effectiveness of music therapy (p < .001), with the experimental group
having a higher rating. Although no other statistically significant
differences were found between the experimental and control groups, the
experimental group tended to have more positive ratings for each
variable. Limitations of the study, implications for clinical practice,
and suggestions for future research are provided.
The Effect of Music Therapy on
Inpatient Consumers with Severe Mental Illnesses as Measured by
Durational Attendance: A Preliminary Analysis
Jennifer Leonard & Michael Silverman
(University of Minnesota)
Due to their high degree of symptomology, people with severe mental
illnesses (SMI) can be difficult to study in a systematic manner.
Additionally, previous research has found no difference between the
effects of active music therapy and passive music listening. Therefore,
the primary purpose of this study was to compare durational attendance
spent in active music therapy sessions with durational attendance spent
in passive music listening sessions. The secondary purpose of this study
was to compare treatment perceptions concerning active music therapy and
passive music listening on people with SMI. In an attempt to control the
independent variables, the researchers offered interventions for five
consecutive days on the same unit during two separate weeks. Results
indicated that participants spent considerably more time in active music
therapy sessions than in passive music listening sessions. Participants
in the active music therapy condition also had higher perceptions of
helpfulness and how much they learned concerning managing their mental
illness than participants in the passive music listening condition. The
higher durational attendance during the active music therapy condition
may have implications for funding and billing. Limitations of the study
and suggestions for future research are provided.
The Effects of Text Presentation
(Sung/Chanted/Spoken) on Reading Comprehension of Children with
Developmental Disabilities
Lorissa McGuire (University of Kansas)
The purpose of this project was to investigate the effects of different
text presentation (sung/chanted/spoken) on reading comprehension of
students with disabilities. Children’s literature was used as the medium
to compare comprehension abilities when the book text was presented as a
melodic song, rhythmic chant, and spoken text. This study used three
children’s books that all contain the same literary components of
rhythm, rhyme, and repetition. All three books have the same illustrator
and author(s) and follow the same literary structure of a four-line
rhyming stanza per two pages. Participants (N=14) were students with
developmental disabilities in grades four through twelve enrolled in
public education in the Midwest region of the United States. All
students demonstrated a significant delay in the area of reading
comprehension and recall of story events as reflected on an
Individualized Education Plan (IEP). Each participant took part in three
experimental trials. Participant’s literacy skill levels varied greatly,
therefore each subject served as his/her own control. During each trial,
the participant was asked text-based comprehension questions throughout
the book. At the conclusion of each trial, participants were asked to
recall information form the story. The recall portion consisted of
indentifying the story setting, recalling characters, sequencing events,
and matching character descriptions. All trials were video-taped for the
purpose of data collection. Individual scores and average scores per
trial were compared. This study aims to provide the initial framework
for using music to enhance comprehension of literature for students with
developmental disabilities.
The use of Salivary Immunoglobulin A (SIgA)
Following Music Therapy as an Indicator of the Human Immune System
Peter Meyer & Elizabeth Norel (University
of Minnesota)
Salivary immunoglobulin A (SIgA) is an indicator of immune functioning
that is readily accessible and has been used to test the hypothesis that
music affects human immune system functioning. Researchers including
Eyerly, 2006; Kreutz et al., 2004; Kuhn, 2002; Lane, 1991; and Suzuki et
al., 2007 have measured SIgA in response to music and have found
significant results. Unpublished research conducted by the author of the
present study modeled the techniques and methods used by the researchers
mentioned above. A significant difference between the amount of change
in SIgA present in a person’s saliva after a music therapy session and
the amount of change in SIgA present in a person’s saliva after a
control session was not found. Professors from the Augsburg College
Biology department proposed that it may be possible that new SIgA cannot
be formed instantly after a music session. In addition, a study
conducted by Mutarelli et al., 2008 displayed the fastest possible
response of a cell by adding a steroid (estrogen). The study showed that
when estrogen was actively introduced, it took at least an hour for the
first response of SIgA cell production to appear. Conversely, the
exposure to music therapy is not active production; rather it relies on
the music having a calming effect and thereby reducing cortisol to
increase SIgA. These results, as well as my study, would seem to
indicate that music would not be able to increase SIgA in the body
within an hour. If this hypothesis is true, previous researchers
studying the effects of music on the human immune system, as indicated
by SIgA, may have used inaccurate research methods in their research.
The Impact of Breathing and Music
Interventions on Stress Levels of Patients and
Visitors in a Psychiatric Emergency Room
Robert Miller & Joanne Spency (University
of Pittsburgh Medical Center)
The Diagnostic Evaluation Center (DEC) is a psychiatric evaluation
center providing evaluations 24 hours per day, seven days per week, 365
days per year. The DEC provides acute comprehensive emergency
psychiatric evaluations and has the capability of making referrals to
one of our acute care inpatient beds, outpatient services including
general outpatient, ambulatory detoxification, partial programming, or
intensive outpatient programming. Inpatient admissions and referrals to
outpatient services are also coordinated within the hospital system, the
community and throughout the region. The DEC also works in collaboration
with the telephone crisis services and the form of the Call Center and
immediate crisis intervention services in the form of a Mobile Crisis
Team. The hypothesis is that introducing therapeutic breathing exercises
and calming music in the waiting room of the DEC will help reduce stress
levels of clients and visitors. A yoga therapist conducted a simple
breathing exercise, focusing on the three-part yogic breath (sometimes
known as abdominal breathing or diaphragmatic breathing) for half an
hour one day per week. Music therapists on staff in the hospital
compiled a CD of calming music selections to be played on a portable CD
player for half an hour one day per week. The time of 3:00pm was chosen
to implement the interventions, coinciding with one of the busier parts
of the day and with the staff change of shift.
The Effect of a Music Exercise and
Healthy Eating Habits Program on Children’s Weight Loss
Satoko Mori-Inoue (The Florida State
University)
Low amounts of physical activity paired
with frequent consumption of fatty foods have been linked with childhood
obesity. The purpose of this study was to determine the effect of a
music-exercise and educational program on normal-weight, overweight and
obese elementary school aged children’s anthropometries, nutritional
knowledge and attitudes about exercise. A six-week music-based
curriculum designed to increase children’s physical activity and provide
nutrition education was created for this study. Twenty-nine 3rd and 4th
grade students participated. An ABA design was incorporated and
descriptive analysis was utilized to examine the data. The outcome
variables included: (a) BMI-for-age and waist circumference, (b)
behavioral observations of off-task behavior, (c) participants’
attitudes about school and the music intervention, and (d) participants’
eating habits and nutritional knowledge.
Results indicated a decrease of 2.1 percentile for overall mean
BMI-for-age, with a 0.3 percentile decrease in obese children, a 1.5
percentile decrease in overweight children and a 4.5 percentile decrease
in normal-weight children from baseline to the music intervention. Mean
waist circumference showed a slight decrease for normal and overweight
children.
Participants’ attitudes about school worsened by 0.2 points, but the
music intervention was viewed more favorably. The participants’ healthy
eating habits and food knowledge showed a mean improvement of 0.2 and of
0.8 points respectively. Mean off-task behavior decreased by 2.4% at the
end of music intervention. Results suggest that the music intervention
positively impacted weight/BMI during the 6-week intervention.
Additionally, the program appeared to improve behavior and attitudes
toward exercise and healthy food choices.
The Effects of Songwriting on
Happiness and Self-Esteem in Adults with Cerebral Palsy
Ashley Newbrough & Michael J. Silverman
(University of Minnesota)
The purpose of this study was to examine the effects of songwriting on
the happiness and self-esteem of adults with cerebral palsy.
Participants were four adult males with a primary diagnosis of cerebral
palsy, ranging in age from early 40s to late 60s. All four participants
resided together in a group home. The four participants attended 12
songwriting sessions over an 8-week period. Some songs were written by
individuals, while other songs were the result of group effort.
Participants completed psychometric questionnaires measuring happiness
and self-esteem pre- and post- intervention. Results were not
significant (p > .05). However, the scores of one participant increased
from pre- to posttest and there was a high level of emotional content in
the song this participant composed. The principle investigator also
interviewed the participants at the conclusion of the study.
Free-response comments from the interview were positive and supported
the songwriting intervention. Limitations of this study and suggestions
for future research are provided. Future research is warranted to
provide better services to adults with cerebral palsy.
Using Music to Promote Positive Mood
Brett Northrup (University of Louisville)
This study examined whether or not music affects mood, in an attempt to
contribute to finding a method for promoting positive mood. Twenty four
music students from a large metropolitan university were randomly
assigned to experimental and control groups. Each was given a pre- and
post-questionnaire rating his or her current mood. The results were
analyzed using a 2 x 2 mixed analysis of variance and indicated that
there was a significant change in positive mood after hearing the music.
The results of this study may help music therapy clinicians to use music
to promote positive mood.
Assessment of Integrative Learning in
Designated Music Therapy Courses
Lee Anna Rasar, Katie Rydlund, A .J.
Schuh , Amber Tappe & Iansa Zaldarriaga (University of Wisconsin)
Integrated Learning is defined in this project as the application of
information from one context into a different context which occurs when
a person is able to see connections of value between the pieces of
information. The thinking process which enables one to see the
connections results from encoding information with multiple perspectives
with anticipation that the information may be used in the future for a
variety of applications. Integrated learning also includes the process
of discernment following analysis and synthesis to determine what is
therapeutic and what could or did pose danger. Integrated learning is
based on an awareness of the depth and breadth of perspective held by
each person involved in the learning process (self, peers, staff,
supervisors, clients).
This project will examine whether students integrate content from two
courses when they are outside class, and if so, how and where the
content is used. It will also examine the effectiveness and
sustainability of the use of the content. Any perspectives changes that
resulted from the use of this knowledge, including any changes related
to diversity awareness and appreciation, will be noted. The changes and
the process elicited these changes will also be examined. Data from a
survey will be collated, coded by themes, and examined with respect to
integrative learning content by using coding scheme and unitizing
methodology. Data analysis will be complete by the time of the
conference and will include visual representation of the data through
graphs.
Multiple layers of integration will be examined in this project. Layers
internal to music include the properties of music and the musical
elements as well as the performer’s musical ability and performance. In
integrated learning, choices of music are intentional with respect to
the impact of these aspects of the music on desired outcomes. Layers of
integration required for musical presentation include: memory for
lyrics, melody, harmonic structure and rhythm; ability to perform with
musical flow; ability to play with passion and emotional
communication/motivation; ability to sing while simultaneously
performing musically; ability to LEAD while singing and simultaneously
performing; ability to pay attention to responses of clients while
simultaneously presenting performance; ability to respond to clients
while simultaneously performing; and ability to make therapeutic
decisions while observing and responding to clients while simultaneously
presenting musical performance. Layers of integration required for
therapeutic intervention include: ability to identify major goals in
therapy; ability to structure music activities to target therapeutic
goals; and skill in evaluation of therapeutic choices with respect to
effectiveness in elicitation of therapeutic responses.
Layers of integration required to design, present, and evaluate
therapeutic activities include awareness of background, relationships,
beliefs, and values. Layers of integration required to place therapeutic
work into context include awareness of the role of music in society,
culture, politics, and the environment.
Assessment of Ability of Nursing Home
Residents with Dementia to Imitate and Spontaneously Perform Rhythmic
Patterns with Accents and Complex Rhythmic Structure
Lee Anna Rasar, Kaite Rydlund, Iansa
Zaldarriaga (University of Wisconsin)
Assessment of Ability of Nursing Home Residents with Dementia to Imitate
and Spontaneously Perform Rhythmic Patterns with Accents and Complex
Rhythmic Structure Assessment of perception patterns of residents on a
dementia unit at a nursing home before, during, and after training
periods for rhythm pattern performance was examined. Specifically,
responses to songs with accompaniments that have rhythmic accents and
complex rhythmic structure were noted and compared when residents were
allowed to independently perform rhythmic expressions prior to a
training period with their responses when specific rhythm patterns were
modeled by music therapy students with the intention that residents
follow their modeling. The comparison of pre-training responses was made
with responses exhibited both during and after the training period. The
need for this project became evident during a pilot study in which
residents on this dementia unit performed complex rhythms, even
performing syncopations with accents on odd numbered beats in
subdivisions as high as sixteen. They were also able to perform
stylistically correct rhythmic patterns in music from other cultures.
The current project served as a follow up to the pilot study to more
closely examine the musical contour and harmonies that were successful
in eliciting specific rhythmic performances and to provide documentation
related to how the residents perceive and respond to specific rhythmic
patterns within the context of specific songs.
Multiple styles and meters were presented in different songs to provide
an accurate picture of what best helps patients with dementia process
these rhythms. The methodology of the study was built upon anecdotal
observations and another pilot study conducted by Robert Groene entitled
“The Effect of Presentation and Accompaniment Styles on Attentional and
Responsive Behaviors of Participants with Dementia Diagnoses.” Patients
were counted as following the rhythm pattern when they presented a
rhythm pattern by using a tambourine, tapping their feet, or performing
any other physical motions that would appear to be rhythmic. Any rhythm
patterns which the residents performed were recorded along with any
tambourine shaking that was noted throughout the song. The same audio
recording to present the series of songs was used throughout the study,
and it is notable that the songs on the recording were familiar to them
and were performed by a music therapist who frequently performed for
them, so the performance style was familiar and had previously been
effective in the elicitation of spontaneous rhythmic performance. Data
was collected by two independent observers. Discussion of results and
specific data displayed in graphs and tables are presented. It is
notable that the rhythm groups were scheduled at 4 p.m., a time of day
that is typically a challenging time for these residents. One important
result of this project is that the staff at this nursing home realized
that the residents could meaningfully engage in rhythms at this time of
day and decided to schedule in rhythmic programming at that time of day.
The Effect of Music Therapy on Pain,
Anxiety, Nausea, Fatigue and Relaxation of Hospitalized Patients
Recovering From a Bone Marrow Transplant and Their Caregivers
Sara Rosenow & Michael J. Silverman
(University of Minnesota)
The use of music in the medical setting has been effective involving a
variety of clinical populations. Specifically, music therapy
interventions have been shown to be more effective than recorded music
in meta-analyses concerning the use of music in medical settings. Over
the past 20 years there has been a major increase in the number of bone
marrow transplantations as a treatment for life-threatening medical
conditions. These patients typically have major risks associated with
their health: serious complications such as infection, anemia or
internal bleeding are common when their bone marrow is low. The result
often necessitates a blood transfusion to treat these complications
while waiting for the new cells to begin their growth. Additionally,
short-term side effects of bone marrow transplant may include nausea,
vomiting, fatigue, loss of appetite, hair loss, and skin reactions. As
treatment progresses, patients may face a number of challenges and
concerns, including but not limited to: loss of independence, difficulty
completing daily activities; sense of self-worth; body image; financial
stability; and their own mortality. Researchers have found that
post-operation patients who had higher distress levels also tended to
have greater anxiety, depression, and a wide range of physical,
emotional and family problems. These findings suggest there is a need to
address both physiological and psychological stressors pre-discharge. In
a previous research study concerning the benefits of music therapy for
bone marrow transplant patients, the investigator found increased
relaxation and endurance levels. However, generalization is limited as
the study utilized a small samples size (N = 6). Therefore, the purpose
of this study was to determine the effect of music therapy on anxiety,
nausea, fatigue, and pain, and relaxation for hospitalized patients
recovering from bone marrow transplants.
Participatory Action Research: One
Method of Culture-Centered Music Therapy
Melody Schwantes (Joie de Vivre Music
Therapy Studio)
Depression, anxiety, and social isolation, often self-medicated with
alcohol, have been found to be mental health issues facing Mexican
migrant farm workers who travel each year through the guest worker
program to work in agriculture in the United States. Participatory
action research (PAR) where participants work with the researchers to
develop the study protocol, has been an effective culture-centered
method of working with this population to improve other health concerns.
In the summer of 2009, 57 male, Mexican migrant farm workers
participated in a pilot intervention study that included three
conditions: music therapy, English as a second language classes (ESL),
or a comparison group that received a brief stress-education program.
Integrated Learning is defined in this project as the application of
information from one context into a different context which occurs when
a person is able to see connections of value between the pieces of
information. The thinking process which enables one to see the
connections results from encoding information with multiple perspectives
with anticipation that the information may be used in the future for a
variety of applications. Integrated learning also includes the process
of discernment following analysis and synthesis to determine what is
therapeutic and what could or did pose danger. Integrated learning is
based on an awareness of the depth and breadth of perspective held by
each person involved in the learning process (self, peers, staff,
supervisors, clients).
This project will examine whether students integrate content from two
courses when they are outside class, and if so, how and where the
content is used. It will also examine the effectiveness and
sustainability of the use of the content. Any perspectives changes that
resulted from the use of this knowledge, including any changes related
to diversity awareness and appreciation, will be noted. The changes and
the process elicited these changes will also be examined. Data from a
survey will be collated, coded by themes, and examined with respect to
integrative learning content by using coding scheme and unitizing
methodology. Data analysis will be complete by the time of the
conference and will include visual representation of the data through
graphs.
Multiple layers of integration will be examined in this project. Layers
internal to music include the properties of music and the musical
elements as well as the performer’s musical ability and performance. In
integrated learning, choices of music are intentional with respect to
the impact of these aspects of the music on desired outcomes. Layers of
integration required for musical presentation include: memory for
lyrics, melody, harmonic structure and rhythm; ability to perform with
musical flow; ability to play with passion and emotional
communication/motivation; ability to sing while simultaneously
performing musically; ability to LEAD while singing and simultaneously
performing; ability to pay attention to responses of clients while
simultaneously presenting performance; ability to respond to clients
while simultaneously performing; and ability to make therapeutic
decisions while observing and responding to clients while simultaneously
presenting musical performance. Layers of integration required for
therapeutic intervention include: ability to identify major goals in
therapy; ability to structure music activities to target therapeutic
goals; and skill in evaluation of therapeutic choices with respect to
effectiveness in elicitation of therapeutic responses.
Layers of integration required to design, present, and evaluate
therapeutic activities include awareness of background, relationships,
beliefs, and values. Layers of integration required to place therapeutic
work into context include awareness of the role of music in society,
culture, politics, and the environment.
The Effect of Pitch, Rhythm, and
Harmony on Short- and Long-Term Sequential Visual Memory in Children
with Autism Spectrum Disorders
Edward Schwartzberg & Michael Silverman
(University of Minnesota)
Researchers have suggested that children with Autism Spectrum Disorders
(ASD) are often visual learners. The purpose of this study was to
examine the effects of rhythmic, pitch and harmonic patterns on the
immediate and long term memory recall of visual information in children
with ASD. The principle investigator collected the data during three
separate one-week summer camps for children with ASD. Participants (N =
42) received each of the seven-item visual stimuli paired with a music
condition (speech, rhythm, pitch, or harmony) on consecutive days of
camp, beginning on day two and ending on day five. Participants observed
seven visual pictures of known objects in a pre-determined, randomized
sequential order. Each order was paired with one of the music
conditions. Results were statistically significant for term, with
greater recall during the short-term memory recall phase. Further
analyses of the data indicated that the short-term memory recall
associated with the rhythmic and pitch patterns was more accurate than
with the other conditions, although results for condition were not
significant. Short- and long-term recall was best in the harmony
condition. Across all conditions, participants had better recall during
sequential positions of primacy and recency. These findings seem to
suggest that when visual information is delivered, it should be coupled
with either a rhythmic or melodic progression to facilitate recall in
children with ASD. Implications for use in therapeutic and educational
settings are discussed and suggestions are provided for future research.
The Effects of Music and Multimodal
Stimulation on Premature Infants’ Responses in Neonatal Intensive Care
Jayne Standley & Darcy Walworth (The
Florida State University)
The purpose of the current study was to replicate a previous study, “The
Effect of Music and Multimodal Stimulation on Responses of Premature
Infants in Neonatal Intensive Care” (Standley, 1998) with a larger
subject enrollment and with the updated protocol of live guitar added to
the multimodal music stimulation protocol to identify the effects of
multimodal stimulation compared with standard nursing care for NICU
patients. Independent variables included multimodal stimulation using
vocal auditory stimulation, multimodal stimulation using vocal and
guitar auditory stimulation, number of days receiving multimodal
stimulation, severity of diagnoses, and infant birth weight. The
dependent variables included length of hospital stay, weight gain per
day, and number of days to full feeds and were collected from the
patients’ charts.
The Effects of Participation in Music
Therapy on Patients with Dementia and Preference for Instrumental and
Vocal applications
Rebekah Stewart (University of
Missouri-Kansas City)
The purpose of this study was to measure music therapy participation in
a group of patients (N = 24) with dementia ranging in age from 70-90,
over a period of 4 weeks. Active participation in a singing application
and an instrument playing application was measured using a time-sampling
method of 10-second observe and 5-second record. Results showed a
significant difference (p < .01) in the level of participation between
the singing and playing in favor of the instrument playing, possibly due
to the heightened level of multi-sensory stimulation when instruments
were introduced.
The Effects of Participation in a
Parkinson’s Choir on the Speech of Individuals with Parkinson’s Disease:
A Pilot Study
Olivia Swedburg (The Florida State
University)
Recently, there has been a growth in the number of choirs designed
specifically for individuals with Parkinson’s Disease. As of 2009, such
“Parkinson’s Choirs” could be found in Arizona, California, Florida,
Toronto, and London (Hesley, 2009). The choir included in this study is
led by a board-certified music therapist and utilizes the MTVP within a
group setting, yet the effectiveness of this technique with a group has
not been documented. In light of the evidence suggesting that speech
therapy techniques such as the LSVT can effectively be practiced in
group settings with individuals with PD, future research on the effects
of group singing in Parkinson’s Choirs on speech intelligibility of
people with PD is warranted. The purpose of this study was to examine
the effects of participation in a Parkinson’s Choir on the intensity and
fundamental frequency of the speech of individuals with PD, and to
determine whether caregivers of individuals with PD notice an increase
in the loudness and intelligibility of speech of the individuals with PD
after participation in the choir. Research questions included:
1. Will there be a difference in the average intensity of speech of
individuals with PD in a post-test after 60 minutes of participation in
a Parkinson’s Choir, when compared to a pre-test of average intensity of
speech?
2. Will there be a difference in the average fundamental frequency of
speech of individuals with PD in a post-test after 60 minutes of
participation in a Parkinson’s Choir, when compared to a pre-test of
average fundamental frequency of speech?
3. Will there be a difference in the average fundamental frequency
variability of speech of individuals with PD in a post-test after 60
minutes of participation in a Parkinson’s Choir, when compared to a
pre-test of average fundamental frequency variability of speech?
4. Will there be a difference in the loudness of speech of individuals
with PD, as assessed by the caregivers of the individuals with PD, in a
post-test after 60 minutes of participation in a Parkinson’s Choir, when
compared to a pre-test?
5. Will there be a difference in the intelligibility of speech of
individuals with PD, as assessed by the caregivers of the individuals
with PD, in a post-test after 60 minutes of participation in a
Parkinson’s Choir, when compared to a pre-test?
Evaluating a Pilot Improvisational
Drumming Curriculum: Implications Incorporating Drumming Competencies in
Music Therapy
Daniel Tague (The Florida State
University)
More attention has recently been given to drum circles and using
percussion for activities in therapy. Specific requirements in
percussion skills have been added to the professional competencies for
music therapists. In order to better prepare music therapy students to
use percussion interventions in therapy, the researcher designed and
implemented a drumming in music therapy course. This pilot project was
approved for the spring 2010 semester. The purpose of this class was to
teach basic drum technique on a variety of world percussion instruments
and subsequently have the students use their drum skills to implement
specially designed drumming activities in simulated therapy settings.
Music Educators' Perceptions of
Supports Available for Inclusion of Students with Special Needs: A Pilot
Study
Kimberly Van Weelden (The Florida State
University) & Jennifer Whipple (Charleston Southern University)
Related to the advancements in academic training, music education
research has established the efficacy of field experiences in which
music education majors, also referred to as pre-service teachers work
with students with special needs. These studies have indicated that such
academic training increases pre-service teachers’ perceptions of the
ability of students with special needs to learn music concepts, improves
the pre-service teachers’ perceptions of their ability to effectively
teach students with special needs (VanWeelden & Whipple, 2007a, 2005b),
improves the ability of pre-service teachers to accurately assess music
concept acquisition of students with special needs (VanWeelden &
Whipple, 2007b, 2005a), and provides pre-service teachers with the tools
to successfully create music curriculum adaptations and modifications
for students with special needs (VanWeelden & Whipple, 2007a, 2005b).
Still, the extent of such field experiences in academic programs
nationwide is unknown, as is the availability of similar professional
training for more established teachers already in service. Consequently,
we do not know the effects of the broader educational or the
aforementioned policy changes on experiences of in-service music
educators and their students. Therefore, the primary purpose of the
research project is to ascertain whether the status has changed from
previous research by determining the current perceptions of music
educators throughout the United States regarding effectiveness of
inclusion and mainstreaming in music education in public schools.
Specific research questions follow:
1) Are there differences in perceptions of success in working with
students with special needs among music educators who work predominantly
within different specialty areas (i.e., general music, choral,
instrumental)?
2) Are there differences in perceptions among music educators with
varied experience in working with students with special needs in music?
3) Do music educators perceive students with specific types of special
needs as more difficult than others to integrate into their classrooms?
4) How frequently do music educators address musical versus nonmusical
objectives as their primary teaching focus?
5) How prepared do music educators feel to adapt for, modify for, and
assess achievement of students with special needs in the music
classroom?
This study was conducted simultaneously with another that specifically
examines music educator perceptions of their educational preparation and
availability of instructional support for teaching students with special
needs.
Medical Music Therapy Survey: How Does
Your Department Grow?
Kerry Willis (Norton Audubon Hospital)
An electronic survey was conducted to determine staffing trends and the
role of the music therapist within the medical setting. 32 out of 142
surveys were returned for a return rate of 23%. The results show that
the majority of medical music therapists (46.9%) work in General
Hospitals. On average 2 music therapists are employed by each facility
but only 36 hours of music therapy are provided at each facility,
indicating that most music therapists are employed part-time by the
medical facilities. The majority of medical music therapy programs also
provide clinical training for music therapy students through practicum
and / or internships. Additional research needs to be conducted to get a
more complete picture of how medical music therapy programs function.
The Effect of a Single-Session Music
Therapy Group Intervention for Grief Resolution on the Disenfranchised
Grief of Hospice Workers
Natalie Wlodarczyk (Drury University)
The purpose of this study was to examine the effect of a single-session
music therapy group intervention on feelings of disenfranchised grief as
experienced by hospice workers. A secondary purpose was to determine if
a group of this type could have a significant positive effect on hospice
workers’ risk for compassion fatigue and their perception of their work
environment one month after participation in the group. Participants in
this study (N = 68) were hospice employees who experienced direct
patient contact as part of their job. This study used a pretest-posttest
randomized control group design with a second posttest administered 30
day after initial data collection.
8455 Colesville Road, Suite 1000 | Silver Spring MD 20910 | Phone: 301.589.3300 | Fax: 301.589.5175