MUS 383




Assignment #1
Self/Other Observation

You are to catach someone in the "act of being themselves". You are to pick any specific behavior (provided it's in good taste) and measure it. You can make this as simple or as elaborate as you wish. One hour time frame minimum to collect data is required.

Please remember the hallmark of a good observer is to be as accurate and unobtrusive as possible.

  1. Describe the specific behavior you observed.
  2. Describe how you measured this behavior (counted the number of times it occurred, counted the length of time it occured, or other methodology of your choice).
  3. Describe the context inwhich you measured this behavior: (the mall, a restaurant, downtown, a class, the lobby, the library, at home, etc.).
  4. What time frame did it take? (1 hour, 4days, daily, etc.)
  5. What were your findings? Be prepared to present/discuss in class.

Assignment #2

Write one specific objective to correspond with the following broad/general goals listed below.

The following is an example:

GOAL: Develop appropriate socialization skills
OBJECTIVE: Within 25 weeks, the client will use names to address the therapist and her peers when interacting with them 90% of the time. OR ...
The client will address the therapist and her peers by name when interacting with them 50% of the time for five consecutive sessions. OR...
Within 10 weeks, the client will increase the duration of eye contact with the therapist by 50% over baseline.

  1. Increase expressive language functioning
  2. Improve reading skills
  3. Improve fine motor skills
  4. Increase insight into feelings of anger

Your work will be evaluated on inclusion and appropriateness of the following: a) measurability, b) exact behavior with direction of change indicated, and c) boundaries of behavior.

Assignment #3
Case Study

For each of the following case studies, select an appropriate goal, objective, and method of measurement.

  1. Lisa is a nine-year-old female who has repeated the second grade. She is large for her age and slightly overweight. She has difficulties with reading and arithmetic and is a slow worker. She is extremely quiet, avoids eye contact, and does not participate in social activities.
  2. Scott is a six-year-old male who has been integrated into a regular classroom for music and gym. He has been diagnosed with Attention Deficit Disorder and mild mental impairment. He is easily distracted by any stimuli and does not attend well to the teacher or therapist. He is able to verbalize single words but usually does not.
  3. Wanda is a 17-year-old who exhibits bizarre behavior including inappropriate laughter and staring into space. She has difficulty in moving through space and needs help getting across the room. She rejects physical contact by others. She has a history of physical and sexual abuse. She has a poor self-concept and often sits in the corner of the classroom and cries for no apparent reason. She has difficulty in successfully interacting with peers.
  4. A group of five young adults (ages 20 to 30) with moderate mental impairments have difficulty in dealing with appropriate group social behaviors. Most are withdrawn and answer questions with "I don't know".
  5. Joshua is a 15-year-old boy who sustained a traumatic brain injury after a motorcylce accident. He is now eight months post-trauma and has returned to school. Although his motor skills are normal, he is exhibiting symptoms of aphasia and he easily becomes frustrated when he cannot accurately understand speech or respond appropriatey verbally.
  6. Thomas is an 80-year-old with probable Alzheimer's Disease. He has difficulty with memory recall, does not recognize members of his family, has incoherent speech, and yet has retained some daily living skills. He remembers songs from his boyhood and loves to sing during music therapy sessions.

Remember to make the goal directly related to the primary problem, the objective must be measurable and directly related to the goal, and the method must logically relate to the objective with the appropriate measurement technique.

Assignment #4
Self/Other Assessment

Based on your own knowledge, information, and/or observation, you are to complete an assessment of yourself, a friend, a family member, a movie character, a TV character,or a character from an opera or musical. You may not use a historical, religious, or other icon that is not observable. This assignment is to be a narrative, single case study using complete sentences and should be 1 to 2 pages printed, single spaced, 1-inch margins all around. The format is based on Form A, Individual Intake and Assessment. Fill out the sections on Form A, then translate that information into your narrative assessment report and submit both documents to complete the assignment.

Assignment #5
Narrative Process Note

Watch video of 1:1 session in class and write a progress note in the APIE format based on your observations. Use only objective, factual statements in your observations. Be sure to sign and date the note. Make your note accurate, brief, to the point, but do not exclude details which you believe may be important to communicate to the interdisciplinary team.

Assignment #6
Final Results Section and Graph

  1. Write a paragraph identifying the client population you have been observing all semester with your student therapist. Include where they were seen, how often, the time of day, and location of session. Be sure to use pseudonyms or initials only to maintain client confidentiality.
  2. Choose on objective on which you will report data. Create a graph/chart illustrating the data collected on the objective which you gathered in working with the student therapist this semester. Observe the "10 Rules of Drawing Graphs" when completing the assignment. You are to create your graph using some type of computer software such as Microsoft Excel or other graph/chart generating software.
  3. Write a Results section to explain your data. If you did not gather observer reliability data, do not comment in your Results section. Follow the example below as a reference, not to exactly duplicate.

RESULTS (example)

The criterion of the completion of Objective A (was or was not) met.

The effects of the song selection reward on percent of participation during exercise activities are shown in Figure 1. The mean percentage of participation prior to the implementation of the song selection reward was 32. During the treatment phase of the study, the mean participation rate during exercise interventions increased by 92%. The mean post-check exercise participation was 90%.

Insert Fig. 1 about here

Interobserver reliability percentages ranged from 75-100 with a mean reliability of 93%.
Informal observation indicated that the clients became quite talkative and offered more suggestions for ways to participate in exercises as music therapy sessions progressed. It was also noted that the clients interacted more frequently with each other during later sessions.