CBMT Exam Music Therapy Boards Questions and Answers Graded A+

CBMT Exam Music Therapy Boards Questions and Answers Graded A+ Psychodynamic Approach -Human behavior is based on unconscious psychological processes (impulses, desires, motives) -Early childhood events Eclectic Approach -Draw freely from all approaches without accepting the frameworks behind them -Goal: more efficient treatment Behavioral Approach -Meant to change behavior -Classical/operant conditioning -ABA: applied behavioral analysis (autism) -Positive/negative reinforcement -Punishment and Reward Episodic Memory long-term memory of specific experiences or events, linked to time and place that can be stated Semantic Memory Common knowledge, not from personal experience Working Memory Short/temporary while performing task/learning Procedural Memory Long-term memory of how to perform different tasks without consciously thinking about previous experience Explicit Memory Intentional recollection of long-term memory Implicit Memory Long-term unconscious memory Reframing Identifying thoughts and changing the way they're viewed Experimental Group Design Employ scientific methods to test a hypothesis and control experimental variables in a controlled manner Locus of Control the tendency for people to assume that they either have control or do not have control over events and consequences in their lives Internal Locus -Control your own fate -Effort has direct impact on success External Locus -No control of own fate -Luck or fate -No connection between effort and success Assimilation -Jean Piaget -Incorporating new ideas into existing ideas Accommodation -Jean Piaget -Concepts/schema are modified or new ones created to accommodate new knowledge -Relates to how young children integrate new info with things they already know to gain a better understanding of concepts and other knowledge Stereotypic Behavior -Variety of behaviors typical in individuals who have autism, blindness, etc. -Ex: flapping hands, swaying side to side, etc. Early Intervening -Included in 2004 reauthorization of IDEA -Allows/encourages schools to provide intervention to struggling services, even before they've been identified as special education Applied Behavior Analysis (ABA) -Form of behavior modification that uses shaping techniques (in small steps) to mold a desired behavior or response -Prompting and reinforcements gradually decrease -Used commonly with autism, but is used with other disorders too Manifestation Determination -Student's inappropriate behavior is not a result, or manifestation, of his or her disability -Usually determined in a hearing and is required when a student's behavior violates school rules and before the school can undertake disciplinary action that might result in a student's suspension from school. Secondary Gains Unexpected/unplanned outcomes over the course of therapy Flat Affect No facial expression of emotion Sensory Impairments -Affects sensual contact with environment -Stops normal works of muscular receptions -Seeing, touching, moving, tasting Physical Therapy/Physiotherapy -Rehabilitative treatment of physical impairment/challenge -Massage, hydrotherapy, heat, and exercise. Physical Challenges/Impairment Conditions that affect the ability of the body to perform normal functions Developmental Disability -Originates prior to 18 years -Indefinitely continuing handicap -Ex: autism, intellectual, CP, epilepsy, severe learning disabilities Forensic Psychiatry -Devoted to legal problems and infractions of law -Primarily criminal Americans with Disabilities Act of 1990 Civil rights law for people with disabilities to protect them from discrimination in a wide range of activities IDEA (Individuals with Disabilities Education Act) 1991 - Any student with a disability has the right to treatment and free, appropriate education in the least restrictive environment Case Study -Examinations of patients undergoing treatment, reporting progress of single case/group overtime FAPE Law -Component of IDEA - Free and appropriate public education -special education/related services designed to meet the individual needs of each student at no cost IEP -IDEA requires an IEP be developed by a team for each student receiving special education services IFSP - Individual Family Service Plan -Like IEP but broader - for children under 3 and their families -Specifies services and resources to be provided to the entire family Inclusion -Education of students with disabilities with same-age peers without disabilities -Taught in general education classroom with medications and services provided in that setting Related Services -Transportation and development, corrective and other support services that are required by a child with special needs in order for them to benefit from education. -Ex: speech, PT, OT, MT, interpreters for those with hearing impairments, medical services for diagnostic and evaluation purposes and assistive technology devices and services. Base Line Treatment Design -Compares behavior under conditions of no treatment and treatment of some kind Goal Expected therapeutic outcome; purpose/direction of therapy Objective Expected therapeutic outcome of therapy - define goal in clearly observable/measurable behaviors - SMART Objectives Ecological Assessment -Assessment of the child's environment -True and complete picture of the child's ability and needs Target Behavior Behavior(s) for the focus of therapy, identified in the goals and objectives Termination Final stage of therapy - evaluation of progress, plan for phase out/end, recommendations for future, and follow up plan Individual Transition Coach -IDEA requires that, no later than 16, each IEP should contain statement of needed transition services -Must contain statement of linkages and responsibilities for each appropriate agency for providing the services -Intent is to have plan in place to facilitate a successful transition from school to community Positive Behavioral Support -Use methods and techniques that support desirable/appropriate behavior rather than punishing undesirable behavior -Determine what reinforcers promote the appropriate behavior and then using reinforcers to engage student in the behavior Generalization When a skill learned in one setting is transferred to other settings outside of therapy Zone of Proximal Development Vygotsky - the range between children's present level of knowledge and their potential knowledge state if they receive proper guidance and instruction Behavior Modification -Focuses on control of environmental events, particularly consequences -Reinforcement, punishment, modeling, guided practice, self-management, anything to strengthen/weaken identified behavior -Assumption that behavior is predictable, observable, and measurable Dalcroze Eurhythmics -"Feel" the music -Visual impairments -Holistic -Movement to teach musical concepts of rhythm, structure, and musical expression Scaffolding Adjusting the support offered (gradually reduced) during a teaching session to fit the child's current level of performance (usually in initial learning), in hopes of functioning at a higher level Maslow's Hierarchy of Needs (bottom) Physiological - food, water, shelter Safety - personal safety, employment, health Love/belonging - friendship, intimacy, etc. Esteem - respect, self-esteem, freedom Self-actualization - be the most you can be Piaget 4 Stages of Cognitive Development Sensorimotor (birth-18/24 months) - goal: object permanence Pre-operational (2-7 years) - goal: symbolic thought Concrete operational (7-11 years) - goal: operational thought Formal operational (adolescent-adult) - goal: abstract concepts Guided Imagery and Music Listening to music in a relaxed state, to elicit imagery, symbols and/or feelings for the purpose of creativity, therapeutic intervention, self-understanding, and spiritual experience Neurologic Music Therapy (NMT) -Biomedical, researchers, extensive training/certification -Music's influence on brain function -Standardized treatment/protocol -How musical responses can affect nonmusical responses Nordoff-Robbins Music Therapy Paul Nordoff and Clive Robbins, 1959 (psychotherapeutic) - requires extensive training - can achieve self-actualization through improvisation and active music making (pitched and percussive instruments) Bonny Method to Guided Imagery and Music (GIM) Helen Bonny - listening to carefully selected and sequenced classical music while relaxed, experiencing internal imagery while MT provides verbal guiding interventions in order to expand self-awareness, enhance creativity, develop spirituality, and achieve a healthier state of being Orff-Schulwerk Approach Combines music, movement, drama, speech into lessons that are similar to child's world of play. Four Different Stages within the Orff-Approach 1. Imitation - someone perform for the class and the class in turn repeats what was played for them. 2. Exploration - Allows students to seek out not only the different musical aspects that the Orff instruments offer but they also explore aural/oral skills and the different motions and expressions that the body is capable of 3. Literacy - Taught by learning musical notation and becoming familiar with the various forms of music like rondo, and ABA 4. Improvisation - The act of creating something, especially music, without prior preparation. cognitive-behavioral therapy (CBT) -Mental processes determine behavior -Try to alter maladaptive behavior -Replace irrational thinking with healthy -Modeling -Guided listening, verbal processing Kodaly Approach -Zoltan Kodaly, music education, 1940s -First teaching a person singing before playing instruments in order to introduce foundations of music - singing, solfege, improvisation using the pentatonic scale, and reading and writing musical notation are incorporated Countertransference therapist's projection of feelings, ideas, and desires about others onto the client Transference client's projection of feelings, ideas, and desires about others onto the therapist Melodic minor -Ascending - raised 6th and 7th -Descending - natural minor (lower 6th and 7th) consonant intervals Perfect - unison, P5, 8ve (NOT P4) Other -M3, m3, M6, m6 Largamento Very, very, very slow Largo/lento Very slow Adagio Slow Andante Walking pace Marcato Marching tempo that's marked with emphasis Allegro Fast and bright; March tempo Vivo Lively and fast Vivace Lively and fast Presto Very fast Rubato Flexible tempo Diminuendo Gradually softer Subito Suddenly Ritenuto Immediately slower Ostinato Continually repeated musical phrase or rhythm Tessitura Most widely used range of pitches in a piece of music Sonata Form Exposition - 1st subject, 2nd subject (I or i to V, provides major themes) Development - development of thematic material (synthesis, explore material, many keys) Recapitulation - 1st subject, 2nd subject (recap exposition, both subjects in tonic) Solo Sonata Form Single instrument plays main theme in sonata form Tutti Sonata Form Orchestra plays all together Ternary Form ABA, 2nd A is exact same or small variations Rondo Form ABACABA Modulation Types Direct, Pivot, Prepared, Transitional Open G Alternate Tuning DGDGBD Renaissance Period - -Music - based on modes with rich texture and 4 independent melodic parts (polyphonic) -Blending melodic lines and smooth harmony -Monteverdi, Byrd, Di Lazzo, Tallis Baroque Period - -Contrast to create drama -Concerto, opera, and Sonata -Bach, Vivaldi, Handel, Purcell, Scarlatti Classical Period - -Lighter, clearer texture, mainly homophonic -Melody line over chordal accompaniment -Mozart, Hayden, Schubert, Beethoven Romantic Period - -Expressive and emotional -Freedom of form and design -Beethoven, Verdi, Liszt, Brahms Impressionism Composer Debussy, Ravel Chord Functions I - tonic - i ii - supertonic - ii* iii - mediant - III IV - subdominant - iv V - dominant - V VI - submediant - VI vii* - leading tone - VII Mental Disorders clinical, personality, intellectual, psychosocial, environmental - general medical conditions Conduct Disorder -Repeating pattern social responses/behaviors where typical social etiquette is not observed -Aggression, destruction, serious violations, deceitfulness Disruptive Behavior Disorder Conduct disorders that don't meet accepted criteria Schizoid Personality Disorder Lack of interest in social relationships; sheltered, secret Schizotypal Personality Disorder Eccentric, magical thinking, unusual beliefs and fears Schizoeffective Disorder -Schizo + mood disorder -Delusions, hallucinations, manic/depressive phases Pervasive Developmental Disorder -Group of conditions that affects functionality -Often used to describe disorders that have no biological status of significant effect on social/educational levels -Autism, Rett Syndrome, childhood disintegrative disorders, Asperger's Gustatory Taste Olfactory Smell Vestibular Balance - inner ear Respiratory Breathing/Respiration Ocular Eyes Auditory Hearing Labile Changing rapidly and often Dexterity Skill in performing tasks, especially with the hands Fine Motor Dexterity Use of small muscles in hands, arms, and feet for reaching, grasping, and manipulating objects. Multiply Handicapped More than 1 identified diagnosis/impairment Aphasia Impairment of language usually caused by damage to the left hemisphere Receptive Aphasia Can't understand relayed information Expressive Aphasia Can understand but unable to relay Global Aphasia Difficulty speaking/understanding words and can't read/write Amusia -Tone deafness -Inability to distinguish between and reproduce musical notes -Can be congenital or acquired sometime after Dysphagia Difficulty swallowing Dyslexia Difficulty in reading, writing, and learning Stroke (Apoplexy) Blockage of blood supply to the brain and can cause paralysis, incontinence, or aphasia Dysarthria -Difficulty forming words -Associated with Parkinson's Dysnomia Difficulty retrieving correct words from memory Ataxia Lack of coordination of muscle movements Apraxia Inability to perform purposeful movements Hydrocephalus Accumulation of spinal fluid in the brain William's Syndrome Genetic developmental disorder, similar to down's - very social, affinity for music, "elf-ish" Rett Syndrome -Children, mostly girls -Lose manual dexterity, social interactive ability, coordinated movement, language ability -Brain slows down after birth -Progressive inability to use muscles: eyes, body movements, speech -Following appearance of early normal development -Small hands/feet, deceleration of head growth William's Syndrome -Neurobehavioral congenital disorder evidenced by delayed motor development -Notable difficulty in visual and spatial functioning -Mild/moderate intellectual disability Childhood Disintegrative Disorder Normal development up to 3-4 years, and then loss of learned skills Spinal Meningitis Inflammation of the spinal meninges that cover the brain/spinal cord Spina Bifida -"Open spine" -Defect in spinal covering -Protrusion of the spinal cord/meninges Oppositional Defiant Disorder -Childhood disorder in which children are repeatedly argumentative, defiant, angry, and irritable that can cause functional difficulties - continuing hostility Parkinson's Disease Chronic disorder of nervous system - rigidity, tremor, slow movement, poor balance, etc. Down's Syndrome (Trisomy 21) -Cause - extra chromosome or congenital abnormality of trisomy 21 gene -Intellectual disability/other physical abnormalities Alzheimer's Disease -Type of dementia -Progressive/degenerative conditions of mind/central nervous system -Most symptoms can be dangerous and subtle development functional decline and multiple cognitive deficits Dementia -Deterioration of cognitive functions -Loss of contact with environment, disintegration, emotional apathy, madness, insanity, hallucinations, delusions -Inability to maintain or process memory, abstract thinking, problem-solving, judgement Traumatic Brain Injury (TBI) Accidental head injury that affects cognitive and behavioral functions Attention Deficit Hyperactive Disorder (ADHD) Psychological disorder resulting in lack of attention, impulsivity, hyperactivity Autism -Extreme social withdrawal and communication impairments -Stereotypical behaviors, over-reaction to environmental/sensory stimuli, change to routine -Manifested typically by 3 years old -Vary in severity level -Often (not always) have impairments in cognitive ability, language, and social skills Cerebral Palsy -Paralysis caused by damage to the area of the brain responsible for movement during early childhood -Difficulty with movement, voluntary muscle control, and posture Encephalitis Inflammation of the brain, usually caused by virus Huntington's Disease -Inherited disorder that causes progressive breakdown (degeneration of nerve cells in brain) and affects CNS -Most signs start 30-40's -Causes involuntary movement and subsequent contortions -Can negatively affect behavioral symptoms and cognitive decline Echolalia -Repeat something back that's been said, exactly as it was said -Common with autism Reminiscence Triggering and discussion of memories Memory Recall Retrieval of information and memory Perseveration -Keep doing the same thing again and again -Many manifest itself in repeating an action multiple times and not being able to stop -Common with ASD Vibroacoustic Stimulation Uses special equipment (example, drums) to provide auditory input and vibrotactile stimulation Proprioceptive Spatial orientation of limbs in space Sensorimotor Both motor and auditory/sensory pathways Dyspnea Difficult or labored breathing Existential Therapy Self-awareness, taking conscious control of one's own life, and searching for meaning and purpose in one's life Psychoanalytic Therapy Deterministic view and unconscious factors that motivate behavior Reality Therapy Emphasizes personal responsibility for actions and their consequences Holistic Approach Wellness in multiple aspects of a client's life with the assumption that there is a connection between the various domains of wellness Ambulation Ability to walk without need of assistance Quadriplegia Paralysis of all four limbs Clave Rhythm 3:2 Latin rhythm mambo/salsa accompaniment Tango Rhythm 4/4 music from Argentina Waltz Rhythm Music in triple meter 3/4, European style, such as Gershwin Defense Mechanisms *Repression - blocking a threatening idea/memory/emotion from consciousness *Denial - refuse to admit something unpleasant is happening, block/distorts perception *Projection - attributing one's own unacceptable feelings/impulses onto someone else *Rationalization - creates socially acceptable reason for an action that reflects unacceptable motives *Displacement - directing one's emotions, typically anger, toward things/animals/people that aren't the real object of one's feelings *Intellectualization - repressing emotional reactions in favor of overly logical response to a problem *Regression - returning to more primitive levels of behavior in defense against anxiety/frustration *Sublimation - displacement of emotions serves a higher cultural/socially useful purpose, as in creation of art/inventions *Reaction formation - transform anxiety-producing thought/feelings into their opposites in consciousness Reconstructive Therapy Insight-oriented therapy which examines unconscious and deep-set emotions in order to restructure the personality. Reeducative Therapy Insight-oriented therapy which promotes self growth and adjustment through behavior change. Rational Emotive Therapy A system of psychotherapy which attempts to confront one's rational belief system as a method of solving problems. Insight Therapy -Approach to psychotherapy -Objective is awareness of causes or motivation for behavior -Leads to control over the behavior and improve of one's condition