Music Therapy Exam Preparation Quiz

Peer-reviewed publications are the most reliable resource for staying current with information on autism and best practices because they undergo a rigorous review process by experts in the field before being published. This ensures that the information presented is accurate, credible, and based on scientific research. Workshops, magazine articles, and the internet may provide valuable information, but they may not always be peer-reviewed and therefore may not have the same level of reliability.

The discussion among the clients reveals that each person had a different experience and perception of the music. Client A found it frightening, Client B had a peaceful image, Client C felt anxious, and Client D found it calming. This suggests that the music had different effects on each individual, highlighting the subjective nature of their experiences.

The current stage of the infant's neurological development is the most important piece of information for the therapist to keep in mind when considering music therapy as a possible treatment. This is because the therapist needs to understand the infant's neurological capabilities and limitations in order to design an appropriate and effective music therapy program. The therapist will need to tailor the music therapy interventions based on the infant's developmental level to ensure that it is safe and beneficial for the infant's specific needs.

The objective states that the client should demonstrate on-task behavior by playing the drum for 2 consecutive minutes in three of four trials. To document the client's progress towards this objective, it would be best to record the amount of time the client engages in drum playing for each trial. This data collection procedure directly measures the client's engagement in drum playing, which is the specific behavior targeted in the objective. Counting the number of beats per minute or the number of times the client engages in drum playing does not directly measure the on-task behavior. Recording the amount of time the client is off-task is also not relevant to measuring progress towards the objective.

The secondary dominant-seventh chord that should be chosen for the most direct transition from G major to D major is A7. In the key of G major, the dominant chord is D7. Since D major is the new key, the dominant chord in D major is A7. Therefore, using A7 as a secondary dominant-seventh chord would create a smooth and direct transition from G major to D major.

The most useful type of music for this situation would be music from the client's young-adult years. This is because individuals with dementia often retain long-term memories better than short-term memories, and music from their past can evoke strong emotions and memories. By playing music from the client's young-adult years, it may help to calm and engage the client, making the showering process easier and more comfortable for both the client and the nursing assistant.

The best course of action for the music therapist is to discontinue music therapy until the child is evaluated by a neurologist. This is because the therapist should prioritize the client's safety and well-being, and a seizure is a serious medical event that requires immediate attention and evaluation by a medical professional. Continuing with the intervention without proper evaluation could potentially put the client at risk.

The correct answer is to continue the assessment to determine if music can be used effectively with the patient. This is because the spouse's report may not accurately reflect the patient's preferences or potential benefits from music therapy. It is important for the music therapist to gather their own information and assess the patient directly to determine if music therapy can be beneficial in their case. Seeking guidance from medical staff is also important, but it should not be the sole basis for discontinuing the assessment.

The music therapist, working in an improvisational model, might meet the child by playing music to express the intensity of her crying (option 1). This can help the therapist connect with the child's emotions and create a safe space for her to express herself. Reflecting the child's sound and breathing with careful musical phrasing (option 2) can also help the therapist establish a musical dialogue with the child and build trust. Singing without words so the child hears another voice that corresponds to how she is feeling (option 4) can provide emotional support and validation for the child's experience. Option 3, comforting the child by holding and rocking her while singing soothing lyrics, is not mentioned as a possible action in the given scenario.

To establish trust within the group, the music therapist should encourage each client to contribute a personal thought for use in the lyrics. This approach allows the clients to express their individuality and share their personal experiences, which can help them feel heard and validated. By involving the clients in the songwriting process, the therapist creates a collaborative and inclusive environment that fosters trust and connection among the group members.

The new music therapist should accept these clients only after speaking with their current music therapists about the situation. This is the most ethical and respectful approach, as it shows consideration for the existing therapeutic relationships and allows for open communication between all parties involved. By speaking with the current therapists, the new therapist can gather important information about the clients' needs and preferences, and determine if they would be a good fit for their own private clinic. This approach also ensures continuity of care and avoids any potential conflicts or misunderstandings.