Music has been long recognized as an effective form of therapy, to reduce stress, let go of negative emotions, and reduce pain. If you are preparing for the music therapy test, this quiz can be your study guide. It is part two of the series for studying for CBMT board certification exams. All the best!
Meet with each treatment team manager and request referrals.
Send a memo to each unit explaining music therapy and requesting referrals.
Conduct a music therapy in-service for the facility staff and encourage referrals.
Send flyers to each unit advertising music therapy services.
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Improvise soft guitar music to help the patient go to sleep.
Close the session and bring the patient's favorite music to follow-up visits.
Compose a song with lyrics reflecting the patient's disclosure.
Discuss favorite songs important to the patient's life
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Allow the client to express her feelings, offer her verbal support, and explore how she is coping.
Briefly acknowledge the client's concerns and direct the conversation to a lighter subject.
Determine if there is an immediate need and suggest she make an appointment with a counselor.
Acknowledge the client's feelings and suggest they talk at the next scheduled session.
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Share information about leisure resources available.
Inquire about the client's musical preferences.
Share histories of other clients for comparative studies.
Inquire about the family's involvement upon discharge.
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Developing compliance for in-seat behaviors through positive reinforcement
Making contact with the child by reflecting the child's actions and mood through improvisation
Decreasing stereotypical motor behaviors by giving the child an instrument
Increasing the child's attention span through listening experiences requiring discrimination of the instrument heard
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Birth weight of the infant
Current stage of the infant's neurological development
Music the infant heard while in the womb
Preferred music of the mother
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Reinforced the off-task behavior.
Ignored the child's response.
Communicated limits.
Reinforced on-task behavior.
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Spina bifida.
Hydrocephalus.
Spinal meningitis.
Scoliosis.
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Give the clients hand drums and instruct them to keep a steady beat.
Assign specific instruments to clients based on their abilities and cue groups of instruments to play at specific times.
Have clients select preferred instruments and improvise rhythms on them while the therapist keeps a basic beat on a djembe.
Provide a variety of instruments to clients with mild cognitive impairments and drums to those with severe cognitive impairments.
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Review the student's IEP.
Identify current stressors in the student's life.
Discuss concerns with the guidance counselor.
Observe the student in other classes.
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Autistic disorder
Rett's disorder
Asperger's disorder
Childhood disintegrative disorder
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The school record.
Client consultation.
Clinical observation.
Peer interview.
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Family interview
Patient improvisation
Chart review
Patient interview
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Improving orientation to the environment
Enhancing decision-making skills
Increasing the client's self-esteem
Providing opportunities for musical self-expression
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Intervention.
Administration.
Supervision.
Reflection.
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