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Evidence-based Practice Resources for Special Education Music Therapists

Learning Module

Abstract

Using evidence-based practices (EBPs) in the education of students with special needs is the law. The recent Supreme Court decision in Endrew F. v. Douglas County School District RE-1 (2017) raised the bar for students with special needs to make progress and raised the bar for educators to make that happen. Music therapy program evaluation depends on students making progress with music therapy interventions more than ever before. Music therapists in the special education setting must keep up with the current research on EBPs in the non-music and music therapy setting in order to create effective music therapy interventions that give students, music therapy, and school districts the best bang for their buck. In this training, music therapists will review the background on evidence-based practice in special education and music therapy and discuss the latest research on EBPs for a variety of diagnoses, including but not limited to autism, intellectual disability (including severe), emotional disturbance, and traumatic brain injury. EBPs for social skills, communication, reading, and math will also be reviewed for various populations. This course is intended to be utilized within current practice. Therefore, participants are asked to use a case example with at least one IEP goal they would like to learn EBPs for in order to create an evidence-based music therapy treatment intervention. An EBP resource and music therapy treatment plan will be used to complete the case example that culminates in an evidence-based music therapy intervention that can be used immediately. Case examples will be compiled in a Google Doc for participants to share.

Keywords

Evidence-based practice, special education, music therapy

Overview

This learning module offers professional development for music therapists in an ubiquitous manner. Anytime, anywhere, music therapists can complete Continuing Music Therapy Education (CMTE) credits* on the use of evidence-based practice (EBP) in special education music therapy. Participants use active knowledge making and transfer research to practice by taking information gained from the Lessons to create an EBP Special Education (SPED) Music Therapy (MT) treatment plan for at least one student on their current caseload. Differentiated learning is recognized by allowing participants to use their own ideas and scenarios in lesson assignments related to current caseload needs. Collaborative intelligence is practiced in on-line discussion, the peer-review treatment plan and the shared EBP resource (Google Drive) for SPED MTs. Metacognition is realized in the comment-making lesson prompts, and in other prompts throughout.

This learning module was also a learning experience for the author. Most of what is presented here was learned through recent research, and recently presented to colleagues as a CMTE course in a different online format. SPED MTs co-implement a wide range of IEP goals in a variety of areas, including language, math, reading, written expression, social skills, self-regulation, functional life skills, fine motor, gross motor and more. SPED MTs know a little about a lot, but it is impossible to know it all. The author has found it not only helpful, but imperative to read recent research and make sure the strategies used align themselves with EBPs in music therapy and special education. It behooves music therapists to use evidence-based music therapy and special education practices in their everyday work, from planning interventions to implementation during sessions to data collection to consultation. EBP is necessary to maintain high standards for students and music therapy as a profession.

In special education, teachers are not always using EBPs (Leko et al., 2019). Implementer attitude about using a certain EBP can positively and negatively affect its success in the classroom and a pre-implementation intervention to emphasize the importance of positive attitude and belief on the success of an intervention may be needed (Locke et al., 2019). Music therapists implement and receive training in evidence-based practices (i.e. prompting, joint attention intervention, and picture schedules for students with autism), but it is unclear what portion of interventions used on a day to day basis are in fact evidence-based (Kern, 2019). Advanced instruction in evidence-based practices and specific methods related to various age groups is recommended for music therapists in order to keep up with science and improve fidelity (Kern, 2019b; Kern et al., 2013).There is a need in both special education and special education music therapy to provide professional development in EBPs in a way that motivates implementers to use evidence-based practices and use them with fidelity. This learning module assists music therapists in understanding why EBP is important and hopefully inspires them to want to learn more and commit to increasing the use of EBPs.

*Course facilitator would need to register this course for CBMT credit through a regional AMTA board or through another avenue, but MAY NOT profit from the use of these materials.  

References:

Leko, M. M., Roberts, C., Peyton, D., & Pua, D. (2019). Selecting Evidence-Based Practices: What Works for Me. Intervention in School and Clinic, 54(5), 286–294. https://doi.org/10.1177/1053451218819190

Locke, J., Lawson, G. M., Beidas, R. S., Aarons, G. A., Xie, M., Lyon, A. R., Stahmer, A., Seidman, M., Frederick, L., Oh, C., Spaulding, C., Dorsey, S., & Mandell, D. S. (2019). Individual and organizational factors that affect implementation of evidence-based practices for children with autism in public schools: A cross-sectional observational study. Implementation Science, 14(1), 29. https://doi.org/10.1186/s13012-019-0877-3

Kern, P., Rivera, N. R., Chandler, A., & Humpal, M. (2013). Music therapy services for individuals with autism spectrum disorder: A survey of clinical practices and training needs. Journal of Music Therapy, 50(4), 274-303.

Kern, P. (2019). Evidence-based practice in music therapy: Identifying effective interventions for children with autism spectrum disorder. In Kern, P., & Humpal, M. E. (Eds.). Early childhood music therapy and autism spectrum disorder: Supporting children and their families (pp. 33-45). Philadelphia, PA: Jessica Kingsley Publishers.

 

 

Intended Learning Outcomes

Targeted learners include board-certified music therapists working in the special education setting (SPED MTs). Participants will have various years of experience working with a wide variety of students in the special education setting. They will have experience working on a wide range of IEP goal areas and collaborating and co-implementing IEP goals with various IEP team members, including parents, special education teachers, paraprofessionals, speech-language pathologists, occupational therapists, physical therapists, applied behavior analysts, vision itinerants, hearing itinerants, augmentative communication facilitators, computer access facilitators, mobility specialists, and more. Participants will have varying degree levels, ranging from bachelors to masters, which means they will have differing levels of experience reading and analyzing research. Participants will also be assumed to have a varying basic knowledge of some evidence-based practices (EBPs) in special education. 

In addition, this learning module could also be used for anyone in special education who wants to update their knowledge of EBPs or gain an understanding of SPED MTs role in special education. Lessons 1, 3 and 4 include general special education information; while Lessons 2, 5, and 6 are geared specifically for music therapists. 

The Certification Board for Music Therapists (CBMT) requires that Continuing Music Therapy Education credits relate to areas identified in the CBMT Board Certification domains. This learning module addresses the following CBMT Board Certification domains:

Certification Board for Music Therapists (CBMT) Board Certification Domains

1.I. D. 2a, 4, 7, 10, 12, 16; IV. A. 2, 3, B. 7, 14: Participants will show an understanding of current issues in regards to evidence-based practice in special education and how it impacts music therapy by participating in on-line discussion.

2.I. B. 7, 8, 9, D. 2a, 4, 10, 12, 16. IV. A. 2, 3, 7, 14: Participants will show an understanding of how to find resources that can be used to create evidence-based music therapy interventions by completing at least one single-case example.

3.I. D. 10, 12. IV. A. 2, 3, 4; B. 7, 14: Participants will show an understanding of a new (not known before) non-music evidence-based strategy for a current student by completing at least one case example and peer-reviewing another participant's plan.

4.I. B. 7, 8, 9, D. 2a, 4, 7, 9, 10, 12, 16. III. A. 1, 7, B. 1, 4, 5. IV. A. 2, 3, 4, 5, B. 7, 14 : Participants will show an understanding of how to adapt the Transformational Design Model (TDM) and the Therapeutic Function of Music (TFM) worksheet when creating evidence-based music therapy interventions in the special education setting by completing a music therapy treatment plan case example and peer-reviewing another participant's plan.

This learning module includes and requires action in:

  • Pre-class survey and survey results post
  • 6 Updates requiring commenting and discussion
  • Peer-reviewed assignment

Duration to complete this learning module is approximated at 8-10 hours. 

Materials required: access to a computer, the Internet, Google Drive, and Microsoft Word or Google Docs (or another word processing software)

Pre-Module Survey

Music Therapist

Welcome to Evidence-Based Practice Resources for SPED MTs (EBP Resources for SPED MTs)!!

In order to gather a baseline of participant knowledge, attitudes and expectations for this course, please first complete the Pre-Class Survey below! This survey is anonymous and responses will only be shared for the purposes of this course.

https://www.surveymonkey.com/r/DKLGS9T

Course Facilitator

Course Facilitators will need to set up an online course survey. The author of this module created a free account with http://www/surveymonkey.com for the pre-class survey.

Pre-class survey questions include:

1. How do you use evidence-based practices in special education music therapy right now?

a. I consider evidence-based practices very often in my day-to-day work

b. I consider evidence-based practices sometimes in my day-to-day work

c. I do not consider evidence-based practices very often in my day-to-day work

2. What do you feel are positives to using evidence-based practices?

3. What do you feel are barriers to you utilizing evidence-based practice?

4. Describe at least one student scenario (disability, age, goal area) you need to learn more evidence-based practice information about.

 

Pre-Module Survey Results

Music Therapist

Pre-Module Survey Results will be posted here by the course facilitator once all participants have completed the survey.

To Do: Review the survey results and comment (50 words) why these results were as you expected or not and any other thoughts!

Course Facilitator

Once all participants have completed the pre-module survey, compile results in a Pre-Module Survey Results Update. Prompt participants to comment on the results of the survey, changing the prompt, as needed. 

Lesson 1: Why Evidence-based practice?

Music Therapist

Why is evidence-based practice (EBP) important in special education music therapy?

The logic:

  1. Some practices are generally more effective than others
  2. Ineffective practices are commonly used
  3. High-quality, experimental (i.e., internally valid) research is the most reliable way to identify the most effective practices
  4. Applying practices that are deemed effective based on high-quality research can generate improved student outcomes (Courtade et al., 2015, p. 306)

This lesson reviews a recent court case, Endrew F. v. Douglas County School District, its implications and other special education policies that demand that educators of students with disabilities use EBP. This lesson also reviews the definition of EBP, what types of research can be used to determine EBPs, and the process educators can use to administer EBPs in their practice. Please review all videos and text and complete the "To Do" at the bottom of this update.

*Also, throughout the learning module, you will have access to the Learning Module: EBP Resources for SPED MTs folder as a resource for completing assignments. Below is a brief video tutorial. 

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Click the link below for another video on evidence-based practice. 

https://study.com/academy/lesson/evidence-based-practice-in-special-education.html

The video below explains the different levels of evidence in research literature. 

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Want to know more?

Click the link below to review the PDF of a research article explaining the implications of the Endrew case. 

 
Turnbull, H. R., Turnbull, A. P., & Cooper, D. H. (2018). The Supreme Court, Endrew , and the Appropriate Education of Students With Disabilities. Exceptional Children, 84(2), 124–140. https://doi.org/10.1177/0014402917734150

Click the link below and scroll down to the video for more information on how to know if an intervention is evidence-based or not!

https://intensiveintervention.org/resource/how-do-i-know-if-intervention-evidence-based-why-it-important-consider-both-study-quality

To Do:

  1. Click the link and make a copy of the "Before and after Web" for this lesson (rename with your name). Put at least 3 things in the "I knew already section" and 3 in the "Thing I learned" section. Save this Google Slide as you will continue to fill-in things you learn throughout this module.
  2. Make a comment below about something you didn't know about EBP.
  3. Comment on at least 2 other participant comments, engaging in dialogue about EBP.
  4. Check out the Learning Module: EBP Resources for SPED MTs. Use this resource throughout this learning module. 
  5.  Who on your caseload do you stuggle with creating effective interventions? What IEP goals are you unsure about? Begin thinking about a student scenario you would like to use as a case example for this learning module. You will need this scenario by Lesson #4. When you are ready, fill out one row of the Student Scenario Sign-up for SPED MT TP.

References:

Courtade, G. R., Test, D. W., & Cook, B. G. (2015). Evidence-Based Practices for Learners With Severe Intellectual Disability. Research and Practice for Persons with Severe Disabilities, 39(4), 305–318. https://doi.org/10.1177/1540796914566711

National Center on Intensive Intervention. (n.d.). How do I know if an intervention is evidence-based? Why is it important to consider both study quality and results? Retrieved on May 4, 2020 from: https://intensiveintervention.org/resource/how-do-i-know-if-intervention-evidence-based-why-it-important-consider-both-study-quality

Study.com. (n.d.). Evidence-based practice in special education. Retrieved May 4, 2020, from https://study.com/academy/lesson/evidence-based-practice-in-special-education.html

University of Louisville Libraries (2018, January 30). Levels of evidence [Video]. YouTube. https://youtu.be/_BOABxNC5q4

 

 

 

Course Facilitator

Purpose of Lesson: This lesson introduces music therapists to a background of why evidence-based practice is important and what exactly it entails. Participants will show an understanding of current issues in regards to evidence-based practice in special education and how it impacts music therapy by participating in on-line discussion and completing a before and after web.

Notes: Take a look at the Student Scenatio Sign-up for SPED MT TP and begin to answer questions and guide participants, as needed. Also, remind students to check out the Learning Module: EBP Resources for SPED MTs. They can use this resource throughout the learning module. This folder will be periodically updated, as needed.

*In order to access the "SPED and MT Research Articles" folder within the larger EBP Resources for SPED MTs folder, the course facilitator will need to e-mail albersjg@gmail.com for permission to use throughout the course. The course facilitator will need to request access for each participant, as well, by providing e-mail addresses.

**If using for CBMT credit, the course facilitator would need to register the course through a regional AMTA board or through another avenue, but MAY NOT profit from the use of these materials.

CBMT Domain Areas Targeted:

I. D. Treatment Planning

2. Consult the following in the treatment planning process: a) clinical and research literature and other resources, c) other professionals, when appropriate

10. Design music therapy experiences that address client goals and objectives based on available research; clinical expertise; and the needs, values and preferences of the client

III. A. Documentation

3. Employ language appropriate to population and facility

III. B. Evaluation

8. Consult with music therapy and non-music therapy professionals

IV. A. Professional Development

2. Review current research and literature in music therapy and related disciplines

3. Participate in continuing education

4. Engage in collaborative work with colleagues

IV. B. Professional Responsibilities

7. Communicate with colleagues regarding professional issues

9. Work within a facility’s organizational structure, policies, standards and procedures

"To Do" activity:

"Before and After Web: Students write up [a certain number of facts] that they know on a particular topic in the inner circle spaces. After reading a text or studying a topic they add new knowledge to the outside circle; the inner and outer circle facts do not have to match. Students then share their before and after wheels in a small group discussion."

Before and After Web

From: https://newlearningonline.com/learning-by-design/the-knowledge-processes/activities

 

Lesson 2: Music Therapy and EBP

Music Therapist

What is the state of evidence-based practice for special education music therapists?

“Ultimately, the prospect of better child outcomes depends on practitioners’ knowledge, competences, reliability, and ongoing professional development for implementing evidence-based practices with fidelity” (Kern, 2019, p. 42).

This module reviews the definition of EBP in music therapy, the current state of evidence in SPED MT, and discusses issues issues surrounding EBP in SPED MT.  Please review the videos and complete the "To Do" at the bottom of this update.

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To Do:

  1. Add to the "Before and After Web" your started in lesson #1. You should have a saved copy of this document. Put at least 3 things in the "I knew already section" and 3 in the "Thing I learned" section. Save this Google Slide as you will continue to fill-in things you learn throughout this module. 
  2. Here is a link to music therapy meta-analyses, systematic reviews and other single study articles. Scan at least one article that interests you. Look at the abstract, concusion and discussion section first. Comment 50 words or more on your conclusion of the articles and any pros and cons. 
  3. Comment on at least 2 other participant's Lesson 2 article comments!
  4. Who on your caseload do you stuggle with creating effective interventions? What IEP goals are you unsure about? Begin thinking about a student scenario you would like to use as a case example for this learning module. You will need this scenario by Lesson #4. When you are ready, fill out one row of the Student Scenario Sign-up for SPED MT TP.

References

Kern, P., & Humpal, M. E. (2019). Early childhood music therapy and autism spectrum disorder: Supporting children and their families. Philadelphia, PA: Jessica Kingsley Publishers.

Morris, L. [St.CMusicTherapy]. (2013, March 2). 5 Steps of the TDM (Transformational Design Model of NMT) [Video file]. Retrieved from https://www.youtube.com/watch?v=ds5w5aXh894

Thaut, M., & Hoemberg, V. (Eds.). (2014). Handbook of neurologic music therapy. Oxford, UK: Oxford University Press.

Course Facilitator

Purpose: The purpose of this lesson is to review a definition of EBP in music therapy, the current state of evidence for SPED MT, and discuss issues around EBP in music therapy. Participants will continue reflecting on new ideas and concepts presented and discuss issues surrounding EBP in music therapy. 

Notes: Take a look at the Student Scenatio Sign-up for SPED MT TP and begin to answer questions and guide participants, as needed. Also, remind students to check out the Learning Module: EBP Resources for SPED MTs. They can use this resource throughout the learning module. Update, as more relevant research becomes available.

*In order to access the "SPED and MT Research Articles" folder within the larger EBP Resources for SPED MTs folder, the course facilitator will need to e-mail albersjg@gmail.com for permission to use throughout the course. The course facilitator will need to request access for each participant, as well, by providing e-mail addresses.

*If using for CBMT credit, the course facilitator would need to register the course through a regional AMTA board or through another avenue, but MAY NOT profit from the use of these materials.

CBMT Domain Areas Targeted:

I. D. Treatment Planning

2. Consult the following in the treatment planning process: a) clinical and research literature and other resources, c) other professionals, when appropriate

10. Design music therapy experiences that address client goals and objectives based on available research; clinical expertise; and the needs, values and preferences of the client

III. B. Evaluation

8. Consult with music therapy and non-music therapy professionals

IV. A. Professional Development

2. Review current research and literature in music therapy and related disciplines

3. Participate in continuing education

4. Engage in collaborative work with colleagues

IV. B. Professional Responsibilities

7. Communicate with colleagues regarding professional issues

 

 

 

Lesson 3: SPED and EBPs

Music Therapist

 What does EBP look like in special education? Why does it matter for SPED MTs? The purpose of this lesson is to provide an overview of EBPs in special education, discuss why EBPs inspecial education inform music therapy, and show where information about EBPs in SPED can be found online. Please review the videos and text and complete the "To Do" at the bottom of this lesson.

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It is often difficult to keep up with all of the programs and terminology in SPED. The videos below clarify some of the terms, such as UDL, and DBI, and review high-leverage practices and some EBPs in special education. 

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To Do:

  1. Add 2 more things you did and did not know to your "Before and After Web."
  2. If you did not already do so, fill out one row of the Student Scenario Sign-up for SPED MT TP. You need this completed by Lesson #4.
  3. Make a 50 word or more comment on how EBPs reviewed in this lesson "lend themselves to music therapy."
  4. Comment on 2 other participant comments, discussing how non-music EBPs inform music therapy practice.

References

Cast. (2010, January 6). UDL at a glance [Video]. YouTube. https://youtu.be/bDvKnY0g6e4

Council for Exceptional Children (2019, April 22). HLP #16 Use explicit instruction [Video]. YouTube. https://youtu.be/ESFVNzihOZ0

National Center on Intensive Intervention (2018, December 13). How can DBI help special educators improve outcomes for students with disabilities [Video]? YouTube. https://youtu.be/0v-IuZ5KdUw

Puckett Institute. (2017, September 7). Embedded instruction practices [Video]. YouTube. https://youtu.be/R4Fda9GCdPc

Puckett Institute. (2017, September 7). Naturalistic instruction practices [Video]. YouTube. https://youtu.be/UqFHfxu-4Tc

Puckett Institute. (2017, September 7). Systematic instruction practices [Video]. YouTube. https://youtu.be/w5iK3ge5tRo

Course Facilitator

Purpose:  The purpose of this lesson is to provide an overview of EBPs in special education and show participants how they can access information about EBPs in SPED online. Participants will also discuss how non-music EBPs "lend themselves to music therapy."

Notes: Take a look at the Student Scenatio Sign-up for SPED MT TP and begin to answer questions and guide participants, as needed. Also, remind students to utilize the Learning Module: EBP Resources for SPED MTs folder.

*In order to access the "SPED and MT Research Articles" folder within the larger EBP Resources for SPED MTs folder, the course facilitator will need to e-mail janecea2@illinois.edu for permission to use throughout the course. The course facilitator will need to request access for each participant, as well, by providing e-mail addresses.

*If using for CBMT credit, the course facilitator would need to register the course through a regional AMTA board or through another avenue, but MAY NOT profit from the use of these materials.

CBMT Domain Areas Targeted: 

I. D. Treatment Planning

2. Consult the following in the treatment planning process: a) clinical and research literature and other resources, c) other professionals, when appropriate

4. Evaluate the role of music therapy within the overall therapeutic program

10. Design music therapy experiences that address client goals and objectives based on available research; clinical expertise; and the needs, values and preferences of the client

12. Use non-music materials consistent with music therapy goals and clients' learning styles (e.g. adaptive devices, visual aids)

16. Design programs to reinforce goals and objectives for implementation outside of the music therapy setting

III. A. Documentation

3. Employ language appropriate to population and facility

III. B. Evaluation

8. Consult with music therapy and non-music therapy professionals

IV. A. Professional Development

2. Review current research and literature in music therapy and related disciplines

3. Participate in continuing education

4. Engage in collaborative work with colleagues

IV. B. Professional Responsibilities

7. Communicate with colleagues regarding professional issues

9. Work within a facility’s organizational structure, policies, standards and procedures

14. Practice within scope of education, training, and abilities

 

Lesson 4: What Does EBP Look Like for Other Related Services?

Music Therapist

What about speech-language pathologists and occupational therapists? What does EBP look like for them? This lesson briefly reviews EBP resources for SLPs and OTs and also demonstrates how to utilize the Google Drive folder EBP Resources for SPED MTs. Please review the videos and text and complete the "To Do" at the bottom of this lesson. 

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EBPs in SPED Speech-Langauge Pathology 

In the next video, two students explain a survey study they conducted about SLPs use of EBPs. How does this compare to the music therapy profession?

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In the next video, Leann Togher discusses SpeechBITE, a database of intervention studies for speech-language pathologists. 

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Check out the SpeechBITE website. What do you think? What if music therapy had something similiar? 

EBPs in SPED Occupational Therapy - Take a look at the OT Fact Sheets on autism and the school setting. How does music therapy relate?

Crabtree, L. & Demchick, B. B. (2018). Fact sheet: Occupational therapy’s role with autism. American Occupational Therapy Association.

 

American Occupational Therapy Association. (2016). Fact sheet: Occupational therapy’s role with school settings. American Occupational Therapy Association.

To Do:

  1. Complete the Student Scenario Sign-Up for SPED MT TP if you have not already done so.
  2. Make a comment about at least one EBP or research-based practice you could use for your student scenario. Give a definition and describe how it lends itself to music. Use the Learning Module: EBP Resources for SPED MTs  as a resource. 
  3. Comment on at least 2 other participant comments.

References

American Occupational Therapy Association. (2016). Fact sheet: Occupational therapy’s role with school settings. American Occupational Therapy Association.

American Speech-Language-Hearing Association (2015, January, 21). Developing a speech pathology treatment evidence database: Behind the science with Leann Togher [Video]. YouTube. https://youtu.be/ffTgNHLD1gk

Crabtree, L. & Demchick, B. B. (2018). Fact sheet: Occupational therapy’s role with autism. American Occupational Therapy Association.

WiSys. (2018, December 21). Research into evidence-based practice among practicing speech-language pathologists [Video]. YouTube. https://youtu.be/1OAjkwjhJL8

Course Facilitator

Purpose: The purpose of this lesson is to continue reviewing resources related to EBPs related to SPED and reflect on how different disciplines are different yet related in how they approach EBP. 

Notes: Participants are supposed to complete their portion of the  Student Scenatio Sign-up for SPED MT TP by this lesson. Course facilitator needs to respond to questions and assist, as needed. Also, remind students to utilize the Learning Module: EBP Resources for SPED MTs folder.

*In order to access the "SPED and MT Research Articles" folder within the larger EBP Resources for SPED MTs folder, the course facilitator will need to e-mail albersjg@gmail.com for permission to use throughout the course. The course facilitator will need to request access for each participant, as well, by providing e-mail addresses.

*If using for CBMT credit, the course facilitator would need to register the course through a regional AMTA board or through another avenue, but MAY NOT profit from the use of these materials.

CBMT Domain Areas Targeted:

I. D. Treatment Planning

2. Consult the following in the treatment planning process: a) clinical and research literature and other resources, c) other professionals, when appropriate

4. Evaluate the role of music therapy within the overall therapeutic program

10. Design music therapy experiences that address client goals and objectives based on available research; clinical expertise; and the needs, values and preferences of the client

12. Use non-music materials consistent with music therapy goals and clients' learning styles (e.g. adaptive devices, visual aids)

16. Design programs to reinforce goals and objectives for implementation outside of the music therapy setting

III. A. Documentation

3. Employ language appropriate to population and facility

III. B. Evaluation

8. Consult with music therapy and non-music therapy professionals

IV. A. Professional Development

2. Review current research and literature in music therapy and related disciplines

3. Participate in continuing education

4. Engage in collaborative work with colleagues

IV. B. Professional Responsibilities

7. Communicate with colleagues regarding professional issues

9. Work within a facility’s organizational structure, policies, standards and procedures

14. Practice within scope of education, training, and abilities

 

Lesson 5: Put It All Together

Music Therapist

How can we show we are using EBP in SPED MT? Let's try an example. 

In this lesson we take everything reviewed about the who, what, where, when and why we use the evidence-based resources we have available to us online and use that process in a special education music therapy treatment plan or SPED MT treatment plan. Then, we begin a case example of a SPED MT Treatment Plan based around a 16-year old with severe ID and OHI who has a goal to complete 5-step vocational tasks. This sets us up for the peer-reviewed SPED MT Treatment Plan assignment!  Please review the videos and text and complete the "To Do" at the bottom of this lesson.

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The case example described in the video above focuses on the EBP of video modeling. Below are some examples of video modeling with and without music. 

Examples of different types of video modeling are described in the video below.

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Point of View Video Modeling

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Here is an example of continuous video modeling.

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Here is an example of video self-modeling.

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Here are a few music therapy video modeling examples:

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To Do:

  1. Review the Rationale Behind the SPED MT Treatment Plan and the  Case Example.
  2. Make a comment about the pros and cons of using this plan to create an EBP intervention for your student scenario. 
  3. Comment on 2 other participant comments, creating a dialogue, asking and answering questions to help each other navigate EBP. 

  4. Continue adding to the "Before and after Web" for this lesson. Put at least 2 things in the "I knew already section" and 2 in the "Things I learned" section. 

​References 

Brownell, M. D., and Schwartzberg, E.T. (2019). In Kern, P., & Humpal, M. E. (2019). Early childhood music therapy and autism spectrum disorder: Supporting children and their families. Philadelphia, PA: Jessica Kingsley Publishers.

Buggey, T. [MedBridge]. (2017, April 3). Point-of-view modeling: Demonstration – Tom Buggey | MedBridge [Video file]. Retrieved from: https://www.youtube.com/watch?v=S1EGrcTUm7g&feature=youtu.be

Michael Ippolito. (2017, November 14). Continuous video modeling laminating [Video file]. Retrieved from: https://www.youtube.com/watch?v=94FGZWT99yc

Model Me Kids. (2011, November 28). Model me going places™ [Video file]. Retrieved from: https://www.youtube.com/watch?v=R-FR3vCXN60&feature=youtu.be

Morris, L. [St.CMusicTherapy]. (2013, March 2). 5 Steps of the TDM (Transformational Design Model of NMT) [Video file]. Retrieved from https://www.youtube.com/watch?v=ds5w5aXh894

Schwartzberg, E. T. [imaginevideogallery]. Video modeling: sensory regulation demonstration [Video file]. Retrieved from: https://www.youtube.com/watch?v=UsxsdOaTdzk

Siskin Children’s Institute. (2010, July 8). Video self-modeling (VSM): Working with a finicky eater – Siskin Children’s Institute [Video file]. Retrieved from: https://www.youtube.com/watch?v=u1Tnh3NUjPU&feature=youtu.be

TakTic Tools – Autism Resources. (2015, September 11). Autism video modeling to teach self help skills: Putting on a jumper [Video file]. Retrieved from: https://www.youtube.com/watch?v=JpxGV11wRSY

Thaut, M., & Hoemberg, V. (Eds.). (2014). Handbook of neurologic music therapy. Oxford, UK: Oxford University Press.

 

Course Facilitator

Purpose of Lesson: This lesson reviews the rationale behind the SPED MT Treatment Plan, and a case example of video modeling, an EBP used with a high school student with severe ID and OHI. Students are asked to reflect on what they have learned, what they already knew, and to begin thinking about what EBPs in SPED and MT they would like to use for their own case example of a SPED MT Treatment Plan.

Other Notes: The course facilitator should be prepared to provide assistance to participants who find navigating research overwhelming, especially participants who are not comfortable reading research and searching for EBP resources. Individualized instruction and modeling may be required for some participant questions from the comments section.

*In order to access the "SPED and MT Research Articles" folder within the larger EBP Resources for SPED MTs folder, the course facilitator will need to e-mail albersjg@gmail.com for permission to use throughout the course. The course facilitator will need to request access for each participant, as well, by providing e-mail addresses.

*If using for CBMT credit, the course facilitator would need to register the course through a regional AMTA board or through another avenue, but MAY NOT profit from the use of these materials.

CBMT Domain Areas Targeted:

I. D. Treatment Planning

2. Consult the following in the treatment planning process: a) clinical and research literature and other resources, c) other professionals, when appropriate

4. Evaluate the role of music therapy within the overall therapeutic program

7. Use a data collection system for measuring clinical outcomes to reflect criteria in objective

10. Design music therapy experiences that address client goals and objectives based on available research; clinical expertise; and the needs, values and preferences of the client

12. Use non-music materials consistent with music therapy goals and clients' learning styles (e.g. adaptive devices, visual aids)

16. Design programs to reinforce goals and objectives for implementation outside of the music therapy setting

III. A. Documentation

3. Employ language appropriate to population and facility

III. B. Evaluation

8. Consult with music therapy and non-music therapy professionals

IV. A. Professional Development

2. Review current research and literature in music therapy and related disciplines

3. Participate in continuing education

4. Engage in collaborative work with colleagues

5. Seek out and utilize supervision and/or consultation

IV. B. Professional Responsibilities

7. Communicate with colleagues regarding professional issues

9. Work within a facility’s organizational structure, policies, standards and procedures

14. Practice within scope of education, training, and abilities

 

 

Activity 2: Peer-Reviewed SPED MT Treatment Plan

Music Therapist

There are 2 parts to this assignment.

Peer-Reviewed Assignment Part 1: Take your current student goal scenario (diagnosis, age, goal) where you would like to create a new EBP intervention and create a SPED MT Treatment Plan for this student scenario. Complete all green highlighted areas of the treatment plan.

Steps:

  1. Open the SPED MT Treatment Plan
  2. Go to File → Make a Copy → Rename
  3. Complete the SPED MT Treatment Plan for your student goal scenario using the Learning Module: EBP Resources for SPED MTs folder and the Internet!
  4. Create and paste a Shareable Link of your SPED MT Treatment Plan to the comments section of this Peer-Review Assignment Lesson, titling it with the same name as the document. The Course Facilitator will assign your SPED MT Treatment Plan link to a peer participant.

Peer-Reviewed Assignment Part 2: Review another SPED MT Treatment Plan. Using the rubric, review another participant’s SPED MT Treatment Plan (course facilitator will provide you with the peer's link), providing comments, asking constructive questions and giving informative suggestions. Then, reflect on what you learned from this process.

Steps: 

  1. Open the peer-reviewed assignment 2 rubric
  2. Go to File → Make a Copy → Rename "Peer Review for (peer's title)"
  3. Complete the rubric 
  4. Create and paste a Shareable Link in a comment with the title "Peer-Review for (peer's title)"
Peer-Review Rubric

Course Facilitator

Purpose: The purpose of this assignment is to give participants an opportunity to bring research-to-practice. Creating a SPED MT Treatment Plan and reviewing a peer's plan provides the opportunity to go through the process of finding EBP and reserach-based practices in SPED and MT, synthesizing them into an EBP music therapy treatment plan that can be used with a current student scenario. 

Notes: Course facilitator needs to take completed SPED MT Treatment plan links and assign them to participants for review. Completed plans links will be in this Peer-Reviewed SPED MT Treatment Plan Lesson. Send peer review links in the comments of this lesson or through e-mail, if applicable. 

 *If using for CBMT credit, the course facilitator would need to register the course through a regional AMTA board or through another avenue, but MAY NOT profit from the use of these materials.

CBMT Domain Areas: 

I. D. Treatment Planning

2. Consult the following in the treatment planning process: a) clinical and research literature and other resources, c) other professionals, when appropriate

4. Evaluate the role of music therapy within the overall therapeutic program

7. Use a data collection system for measuring clinical outcomes to reflect criteria in objective

10. Design music therapy experiences that address client goals and objectives based on available research; clinical expertise; and the needs, values and preferences of the client

12. Use non-music materials consistent with music therapy goals and clients' learning styles (e.g. adaptive devices, visual aids)

16. Design programs to reinforce goals and objectives for implementation outside of the music therapy setting

III. A. Documentation

3. Employ language appropriate to population and facility

IV. A. Professional Development

 

2. Review current research and literature in music therapy and related disciplines

3. Participate in continuing education

4. Engage in collaborative work with colleagues

5. Seek out and utilize supervision and/or consultation

IV. B. Professional Responsibilities

7. Communicate with colleagues regarding professional issues

9. Work within a facility’s organizational structure, policies, standards and procedures

14. Practice within scope of education, training, and abilities

 

Lesson 6: Consideration for Consultation and Professional Growth

Music Therapist

Besides EBP interventions, what else could EBP help us better in our profession?

Now that you have completed your own EBP SPED MT Treatment Plan, let's talk about what else evidence-based practice could touch on. What about evidence-based professional development? Evidence-based professional growth? Consultation? EBP encompasses many facets of our profession. What do you think of thes ideas below? Please review the ideas from the reserach articles and the video below and complete the "To Do" at the bottom of this lesson.

Morin, K. L., Ganz, J. B., Vannest, K. J., Haas, A. N., Nagro, S. A., Peltier, C. J., Fuller, M. C., & Ura, S. K. (2019). A Systematic Review of Single-Case Research on Video Analysis as Professional Development for Special Educators. The Journal of Special Education, 53(1), 3–14. https://doi.org/10.1177/0022466918798361

Here is Bill Gates, talking about teacher feedback using video. 

Media embedded May 5, 2020
Biasutti, M. (2019). Self-assessing music therapy: The validity and reliability of the music therapy practice scale (MTPS). The Arts in Psychotherapy, 63, 40–45. https://doi.org/10.1016/j.aip.2019.03.006

 

 

Rickson, D. (2012). Music therapy school consultation: A unique practice. Nordic Journal of Music Therapy, 21(3), 268–285. https://doi.org/10.1080/08098131.2012.654474

 

To Do:

  1. Take a look at your completed "Before and After Web and make a comment below about how you would sum up what you have gained from this learning module and what you think of the ideas introduced in Lesson #6! 

References: 

Biasutti, M. (2019). Self-assessing music therapy: The validity and reliability of the music therapy practice scale (MTPS). The Arts in Psychotherapy, 63, 40–45. https://doi.org/10.1016/j.aip.2019.03.006

Morin, K. L., Ganz, J. B., Vannest, K. J., Haas, A. N., Nagro, S. A., Peltier, C. J., Fuller, M. C., & Ura, S. K. (2019). A Systematic Review of Single-Case Research on Video Analysis as Professional Development for Special Educators. The Journal of Special Education, 53(1), 3–14. https://doi.org/10.1177/0022466918798361

Rickson, D. (2012). Music therapy school consultation: A unique practice. Nordic Journal of Music Therapy, 21(3), 268–285. https://doi.org/10.1080/08098131.2012.654474

Ted. (2013, May 8). Bill Gates: Teachers need real feedback [Video]. YouTube. https://youtu.be/81Ub0SMxZQo

Course Facilitator

Purpose: The purpose of this lesson is to expand participant's knowledge and create a discussion of EBP beyond student interventions and shift it to the entire discipline as a whole. 

Notes: Continue answering questions, re-assuring participants that they 

*If using for CBMT credit, the course facilitator would need to register the course through a regional AMTA board or through another avenue, but MAY NOT profit from the use of these materials.

CBMT Doman Area Targets: 

IV. A. Professional Development

2. Review current research and literature in music therapy and related disciplines

3. Participate in continuing education

4. Engage in collaborative work with colleagues

5. Seek out and utilize supervision and/or consultation

IV. B. Professional Responsibilities

7. Communicate with colleagues regarding professional issues

9. Work within a facility’s organizational structure, policies, standards and procedures

14. Practice within scope of education, training, and abilities