CBMT EXAM QUESTIONS WITH COMPLETE
SOLUTION
Aesthetic MT
Colin Lee, 1985
Improv using clients' culture and musical roots
Music-centered approach- music elicits feelings, sensations, and responses
Analytic (Psychodynamic) MT
Juliette Alvin and Mary Priestly, 1970s
Improvisation and interpretation dialogue
Music contains thoughts, feelings, & impulses
BGIM MT
Helen Bonny, 1969
LSD testing
Receptive music listening- expands consciousness and increases awareness
5 steps
3 training levels
Behavioral MT
Madsen, 1966
Explicit, measurable
Mues cues non-musical responses
Reinforcement
Benenzon MT
Renaldo Benenzon, 1960s
Non-verbal psychotherapy, improv
Find client's sound identity through sound and movements
Iso Principal
Cognitive Behavioral MT
Dr. Aaron Beck, 1960-70s
Identifying/changing unhelpful thoughts/behaviors
Time-sensitive, structured
Substance abuse, eating disorders
Community MT
Alvin, 1968?
Community musicians work with MTs
Active music-making and socializing is healing
Culture centered MT
Kenny, Ruud, and Stige
Social activity and music engage marginalized individuals
Creates resources
Transcends communication barriers and
"Healthy musicking"
Reflexive
Data-based model MT
,Evidence-based systemic information gathering based on information retrieved through
assessment, documentation, experimentation, and/or direct observation
Family-based MT
Nemeth, Oldfield, Jacobsen, Thompson, 2017
All family members involved and documented
Families and play together
Holistic MT
Whole person
Physical, emotional, cognitive, and social health
Humanistic MT
Whole Person
Individual qualities
Unique free will
balance, beauty
Neurological (NMT)
Dr. Micheal Thaut, 1990's
Music's effect on the brain
Clients with neurologic diseases/impairments
Training
Nordoff-Robbins (Creative MT)
APaul Nordoff, Clive Robbins 1970's
Active music-making and improv grow and develop clients
Humanistic
Using personal strengths to reach full potential
MT and clients co-create
Certification
Resource- Oriented MT
Christoph Scwabe, early 2000s
MT and client collaboration and equality
Active music-making empowers strength and potential
Patterned Sensory Enhancement (PSE)
Sensory motor
Musical patterns match physical movements
Using musical elements to structure and cue both rhythmic and distinct movements
Melodic Intonation Therapy (MIT)
Speech and language
Uses functional phrases that are sung similar to spoken words, "speech singing," then
spoken normally.
Aphasia and apraxia
Musical Speech Stimulation (MUSTIM)
Speech and language
Uses initiation/completion of overlearned songs to elicit spoken words/phrases
Aphasia
Rhythmic Speech Cueing (RSC)
Speech and language
Uses rhythmic cues that controls rate of speech and speech initiation
, Play instruments too
Apraxia, dysarthria
Vocal Intonation Therapy (VIT)
Trains elements of vocal control by singing; TBI
Therapeutic Singing (TS)
Speech and language
Trains elements of vocal control by singing
TBI
Oral Motor and Respiratory Exercises (OMREX)
Speech and language
Uses musical wind instrument playing to strengthen mouth muscle, articulation, and
respiratory strength.
Developmental Speech and Language Training Through Music (DSLM)
Speech and language
Functions to develop initial speech and language through singing, chanting,
instruments, and music with speech and movement. Multimodal
Children ASD
Symbolic Communication Training Through Music (SYCOM)
Speech and language
Uses structured musical performances/improvisational performances to achieve
behaviors inherent in communication.
Musical Sensory Orientation Training (MSOT)
Music is used to invoke response, arousal orientation, and attention.
Musical Neglect Training (MNT)
Using rhythmic instrumental playing with clients with one-sided sensory weaknesses.
Using music and instruments to identify and discriminate sound patterns
Musical Attention Control Training (MACT)
Musical Attention Control Training (MACT)
Cognitive- auditory/perception
Using composed or improved music to track the four different types of attention.
Musical Mnemonics Training (MMT)
Using songs and rhymes to organize information.
Associative Mood and Memory Training (AMMT)
Cognitive- memory
Using mood to evoke recall, associate with memory, and increase learning
Musical Executive Functioning Training (MEFT)
Cognitive- executive functioning
Uses instruments, song improv and composition games to promote Gestalt principles
and social learning
Music Psychotherapy and Counseling (MPT)
Cognitive- behavior
Uses guided listening, active music, composition, and improv to induce or change
mood, provide cognitive reorientation, train effective behavior response and social skills,
provide incentive for behavior modification.
Biomedical Therapy
Psychological interventions that address mental health conditions.
SOLUTION
Aesthetic MT
Colin Lee, 1985
Improv using clients' culture and musical roots
Music-centered approach- music elicits feelings, sensations, and responses
Analytic (Psychodynamic) MT
Juliette Alvin and Mary Priestly, 1970s
Improvisation and interpretation dialogue
Music contains thoughts, feelings, & impulses
BGIM MT
Helen Bonny, 1969
LSD testing
Receptive music listening- expands consciousness and increases awareness
5 steps
3 training levels
Behavioral MT
Madsen, 1966
Explicit, measurable
Mues cues non-musical responses
Reinforcement
Benenzon MT
Renaldo Benenzon, 1960s
Non-verbal psychotherapy, improv
Find client's sound identity through sound and movements
Iso Principal
Cognitive Behavioral MT
Dr. Aaron Beck, 1960-70s
Identifying/changing unhelpful thoughts/behaviors
Time-sensitive, structured
Substance abuse, eating disorders
Community MT
Alvin, 1968?
Community musicians work with MTs
Active music-making and socializing is healing
Culture centered MT
Kenny, Ruud, and Stige
Social activity and music engage marginalized individuals
Creates resources
Transcends communication barriers and
"Healthy musicking"
Reflexive
Data-based model MT
,Evidence-based systemic information gathering based on information retrieved through
assessment, documentation, experimentation, and/or direct observation
Family-based MT
Nemeth, Oldfield, Jacobsen, Thompson, 2017
All family members involved and documented
Families and play together
Holistic MT
Whole person
Physical, emotional, cognitive, and social health
Humanistic MT
Whole Person
Individual qualities
Unique free will
balance, beauty
Neurological (NMT)
Dr. Micheal Thaut, 1990's
Music's effect on the brain
Clients with neurologic diseases/impairments
Training
Nordoff-Robbins (Creative MT)
APaul Nordoff, Clive Robbins 1970's
Active music-making and improv grow and develop clients
Humanistic
Using personal strengths to reach full potential
MT and clients co-create
Certification
Resource- Oriented MT
Christoph Scwabe, early 2000s
MT and client collaboration and equality
Active music-making empowers strength and potential
Patterned Sensory Enhancement (PSE)
Sensory motor
Musical patterns match physical movements
Using musical elements to structure and cue both rhythmic and distinct movements
Melodic Intonation Therapy (MIT)
Speech and language
Uses functional phrases that are sung similar to spoken words, "speech singing," then
spoken normally.
Aphasia and apraxia
Musical Speech Stimulation (MUSTIM)
Speech and language
Uses initiation/completion of overlearned songs to elicit spoken words/phrases
Aphasia
Rhythmic Speech Cueing (RSC)
Speech and language
Uses rhythmic cues that controls rate of speech and speech initiation
, Play instruments too
Apraxia, dysarthria
Vocal Intonation Therapy (VIT)
Trains elements of vocal control by singing; TBI
Therapeutic Singing (TS)
Speech and language
Trains elements of vocal control by singing
TBI
Oral Motor and Respiratory Exercises (OMREX)
Speech and language
Uses musical wind instrument playing to strengthen mouth muscle, articulation, and
respiratory strength.
Developmental Speech and Language Training Through Music (DSLM)
Speech and language
Functions to develop initial speech and language through singing, chanting,
instruments, and music with speech and movement. Multimodal
Children ASD
Symbolic Communication Training Through Music (SYCOM)
Speech and language
Uses structured musical performances/improvisational performances to achieve
behaviors inherent in communication.
Musical Sensory Orientation Training (MSOT)
Music is used to invoke response, arousal orientation, and attention.
Musical Neglect Training (MNT)
Using rhythmic instrumental playing with clients with one-sided sensory weaknesses.
Using music and instruments to identify and discriminate sound patterns
Musical Attention Control Training (MACT)
Musical Attention Control Training (MACT)
Cognitive- auditory/perception
Using composed or improved music to track the four different types of attention.
Musical Mnemonics Training (MMT)
Using songs and rhymes to organize information.
Associative Mood and Memory Training (AMMT)
Cognitive- memory
Using mood to evoke recall, associate with memory, and increase learning
Musical Executive Functioning Training (MEFT)
Cognitive- executive functioning
Uses instruments, song improv and composition games to promote Gestalt principles
and social learning
Music Psychotherapy and Counseling (MPT)
Cognitive- behavior
Uses guided listening, active music, composition, and improv to induce or change
mood, provide cognitive reorientation, train effective behavior response and social skills,
provide incentive for behavior modification.
Biomedical Therapy
Psychological interventions that address mental health conditions.
