CBMT EXAM QUESTIONS WITH COMPLETE
SOLUTION
1. A hospice patient communicates to the music therapist concerns
about how the family will cope in bereavement. While the patient is
talking, the music therapist leans toward the patient and occasionally
nods. After the patient finishes speaking, the music therapist waits for
a moment and then says, "It sounds like you're really concerned
about your family." Which of the following does the music therapist's
verbal and nonverbal behavior demonstrate?
A. unconditional positive regard
B. active listening
C. countertransference
D. sympathy
B. The music therapist's verbal and non-verbal behaviors demonstrate
active listening, a serious interest in the topic, and comprehension of what
the patient said.
2.
A music therapist works with adults with anxiety disorders in a partial
hospitalization program once a week in music-assisted relaxation
sessions. Which of the following is the BEST strategy to promote the
independent use of music for self-care?
A.
Practice progressive muscle relaxation using live guitar chord
progressions.
B.
Provide clients with a playlist of the music and relaxation scripts for
practice at home.
C.
Facilitate music imagery and have clients imagine themselves as
independent adults.
D.
Work with the clients on mindfulness training and help them breathe
through their anxiety.
,B. This strategy would provide clients with opportunities to practice and use
music-assisted relaxation interventions independently at home.
3.
A client who is originally from a different country has undergone a
traumatic experience. The music therapist encounters resistance to
questions about the trauma, despite the client's willingness to engage
in musical interaction. The music therapist can infer from the client's
responses that
A.
the client does not feel the need to address the trauma in music
therapy sessions.
B.
the therapist should be more persistent in using follow-up questions
after engaging in musical interaction.
C.
the client's cultural group may have a different perspective regarding
questions of a personal nature.
D.
the client may have doubts about the music therapist's ability to
address the trauma.
C. Cultural value systems are different, especially when comparing
Western vs. Eastern cultures, and the music therapist's own values may
not be the same as the client's. The therapist should acknowledge this bias
and consider that cultural differences may limit their interpretation of the
client's response. Especially if the client is from an Eastern culture,
directness or assertiveness may not be understood or appreciated.
4.
A music therapist has been asked to write a song to help an adult with
intellectual disabilities remember the steps involved with teeth
brushing. The MOST effective song lyrics to promote functional
independence includes
A.
"I squeeze paste on the brush" to an unfamiliar tune.
B.
"I like to brush my teeth" to a familiar tune.
C.
"My toothbrush is blue" to an unfamiliar tune.
,D.
"I remove the cap from the tube" to a familiar tune.
D. Song lyrics may provide the necessary cues and structure to help clients
learn and remember the sequence of steps, especially when sung to a
familiar tune.
5.
A music therapist visits an older adult female with chronic obstructive
pulmonary disease (COPD) at a nursing home. The client is tearful
and verbalizes feelings of sadness about the recent death of her
daughter, repeating the statement "If only God could have done
better." What should the music therapist do FIRST to meet the
spiritual needs of the client?
A.
Begin singing a variety of hymns to support the client's
verbalizations.
B.
Direct the client in prayer to affirm the client's verbal responses.
C.
Ask the client questions about her specific spiritual affiliation.
D.
Facilitate fill-in-the-blank song writing using the phrase, "If only God."
D. This provides the client with control of the lyrics, spiritual content, and
easily indicates to the music therapist the client's spiritual affiliation. An
improvised song is not limited to a specific genre of "spiritual" music like
hymns or gospel spiritual, which would immediately stereotype the client's
spiritual needs and affiliation.
8.
During a weekly hospice visit, a client and her daughter give a piece
of piano sheet music to a music therapist, stating that it was a favorite
of the client's deceased husband. The music therapist is unfamiliar
with the song. Noticing that the client appears eager to hear the song,
which of the following is the music therapist's BEST action?
A.
Decline to play the song, stating that it is unfamiliar.
B.
Assure the client that the song will be played the following session.
C.
Sight read the piece, playing a reduced piano part.
, D.
Suggest another song that the client likes.
C. The music therapist can use music training to play a reduced part that
will still convey the essence of the piece, which can open the door to
reminiscence and life review.
9.
Which of the following examples illustrate professional development?
A.
Document treatment plans, collaborate with other colleagues, and
expand music repertoire.
B.
Conduct or assist with research, participate in continuing education,
and engage in collaboration with other colleagues.
C.
Participate in research, set professional goals, and maintain client
confidentiality.
D.
Participate in continuing education, comply with safety protocols, and
review current research literature.
B. Each of these items is part of professional development.
10.
A child with cerebral palsy who communicates non-verbally brings an
augmentative and alternative communication (AAC) device to group
music therapy. The BEST way to plan to accommodate this client's
inclusion in a group singing experience is to
A.
encourage the child to touch 'stop/go'.
B.
teach the child hand gestures for several song lyrics.
C.
ask the staff to sing for the child.
D.
pre-record song lyrics onto the system.
D. Pre-recorded lyrics allow the child to supply words/phrases to songs and
contribute most effectively.
11.
A music therapist in a public school is about to conduct an initial
assessment for a 5-year-old boy with ADHD. The assessment is
SOLUTION
1. A hospice patient communicates to the music therapist concerns
about how the family will cope in bereavement. While the patient is
talking, the music therapist leans toward the patient and occasionally
nods. After the patient finishes speaking, the music therapist waits for
a moment and then says, "It sounds like you're really concerned
about your family." Which of the following does the music therapist's
verbal and nonverbal behavior demonstrate?
A. unconditional positive regard
B. active listening
C. countertransference
D. sympathy
B. The music therapist's verbal and non-verbal behaviors demonstrate
active listening, a serious interest in the topic, and comprehension of what
the patient said.
2.
A music therapist works with adults with anxiety disorders in a partial
hospitalization program once a week in music-assisted relaxation
sessions. Which of the following is the BEST strategy to promote the
independent use of music for self-care?
A.
Practice progressive muscle relaxation using live guitar chord
progressions.
B.
Provide clients with a playlist of the music and relaxation scripts for
practice at home.
C.
Facilitate music imagery and have clients imagine themselves as
independent adults.
D.
Work with the clients on mindfulness training and help them breathe
through their anxiety.
,B. This strategy would provide clients with opportunities to practice and use
music-assisted relaxation interventions independently at home.
3.
A client who is originally from a different country has undergone a
traumatic experience. The music therapist encounters resistance to
questions about the trauma, despite the client's willingness to engage
in musical interaction. The music therapist can infer from the client's
responses that
A.
the client does not feel the need to address the trauma in music
therapy sessions.
B.
the therapist should be more persistent in using follow-up questions
after engaging in musical interaction.
C.
the client's cultural group may have a different perspective regarding
questions of a personal nature.
D.
the client may have doubts about the music therapist's ability to
address the trauma.
C. Cultural value systems are different, especially when comparing
Western vs. Eastern cultures, and the music therapist's own values may
not be the same as the client's. The therapist should acknowledge this bias
and consider that cultural differences may limit their interpretation of the
client's response. Especially if the client is from an Eastern culture,
directness or assertiveness may not be understood or appreciated.
4.
A music therapist has been asked to write a song to help an adult with
intellectual disabilities remember the steps involved with teeth
brushing. The MOST effective song lyrics to promote functional
independence includes
A.
"I squeeze paste on the brush" to an unfamiliar tune.
B.
"I like to brush my teeth" to a familiar tune.
C.
"My toothbrush is blue" to an unfamiliar tune.
,D.
"I remove the cap from the tube" to a familiar tune.
D. Song lyrics may provide the necessary cues and structure to help clients
learn and remember the sequence of steps, especially when sung to a
familiar tune.
5.
A music therapist visits an older adult female with chronic obstructive
pulmonary disease (COPD) at a nursing home. The client is tearful
and verbalizes feelings of sadness about the recent death of her
daughter, repeating the statement "If only God could have done
better." What should the music therapist do FIRST to meet the
spiritual needs of the client?
A.
Begin singing a variety of hymns to support the client's
verbalizations.
B.
Direct the client in prayer to affirm the client's verbal responses.
C.
Ask the client questions about her specific spiritual affiliation.
D.
Facilitate fill-in-the-blank song writing using the phrase, "If only God."
D. This provides the client with control of the lyrics, spiritual content, and
easily indicates to the music therapist the client's spiritual affiliation. An
improvised song is not limited to a specific genre of "spiritual" music like
hymns or gospel spiritual, which would immediately stereotype the client's
spiritual needs and affiliation.
8.
During a weekly hospice visit, a client and her daughter give a piece
of piano sheet music to a music therapist, stating that it was a favorite
of the client's deceased husband. The music therapist is unfamiliar
with the song. Noticing that the client appears eager to hear the song,
which of the following is the music therapist's BEST action?
A.
Decline to play the song, stating that it is unfamiliar.
B.
Assure the client that the song will be played the following session.
C.
Sight read the piece, playing a reduced piano part.
, D.
Suggest another song that the client likes.
C. The music therapist can use music training to play a reduced part that
will still convey the essence of the piece, which can open the door to
reminiscence and life review.
9.
Which of the following examples illustrate professional development?
A.
Document treatment plans, collaborate with other colleagues, and
expand music repertoire.
B.
Conduct or assist with research, participate in continuing education,
and engage in collaboration with other colleagues.
C.
Participate in research, set professional goals, and maintain client
confidentiality.
D.
Participate in continuing education, comply with safety protocols, and
review current research literature.
B. Each of these items is part of professional development.
10.
A child with cerebral palsy who communicates non-verbally brings an
augmentative and alternative communication (AAC) device to group
music therapy. The BEST way to plan to accommodate this client's
inclusion in a group singing experience is to
A.
encourage the child to touch 'stop/go'.
B.
teach the child hand gestures for several song lyrics.
C.
ask the staff to sing for the child.
D.
pre-record song lyrics onto the system.
D. Pre-recorded lyrics allow the child to supply words/phrases to songs and
contribute most effectively.
11.
A music therapist in a public school is about to conduct an initial
assessment for a 5-year-old boy with ADHD. The assessment is
