The Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND) is a method for observing, listening, and rating musical emotional responses, cognition and perception, preferences, perceptual efficiency, and self-regulation in individuals with neurodevelopmental disorders. Within musical-play, and a developmental and relationship-based framework, the IMCAP-ND focuses on how clients perceive, interpret, and create music with the therapist as the first step in formulating clinical goals and strategies for working with clients. The IMCAP-ND includes three easy to use rating scales that evaluate clients at various developmental levels and chronological ages from children to adults. In addition, it provides the therapist with musical procedures and protocols as well as guiding principles for facilitating the in-session assessment process. The IMCAP-ND clinical manual includes protocols, supportive intervention procedures, rating scales, intake forms, and an assessment/evaluation report template. The IMCAP-ND may be used: • to develop clinical goals and treatment plan • to musically guide the therapist in working with the client • to communicate information to parents and healthcare professionals • as pre- and posttest measures to evaluate client progress

As the use of music therapy becomes more widespread so too does the need for detailed assessment. Standardised assessment tools, and knowledge of how to integrate assessment into clinical practice, are needed for teaching, research and clinical purposes all around the world. Based on the findings of members of the International Music Therapy Assessment Consortium (IMTAC), this comprehensive anthology collects the latest research and clinical practice methods about music therapy assessment. Looking at the available assessment tools holistically, the book covers the major assessment models currently used in clinical practice, and details each model's setting and motivation, development, theoretical background, and how to implement it in a clinical setting.

This edited book brings together renowned experts in music therapy and related fields to present current research, practical strategies, and policies useful for everyone interested in music as a tool to aid children on the autism spectrum. Case scenarios, examples and tip sheets further support the application of the knowledge-based content.

This book explores how music can improve skills that are impaired in some neurodevelopmental disorders, including ADHD (attention deficit hyperactivity disorder), autism, and Rett syndrome. Rehabilitation interventions based on the use of music, termed “music therapy”, are relatively widespread, but not all are supported by empirical evidence. This book offers readers an updated and scientifically grounded perspective on this theory and argues that music can be effective in promoting the acquisition of some basic mental abilities. Chapters present some of the latest research and data on how musical activities can lead children affected by neurodevelopmental disorders to improve those skills, including examples of training programs and exercises. The book will be a valuable resource for therapists, rehabilitators, psychologists, educators, musicians, researchers, as well as anyone interested in exploring the potential in music for human growth.

The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers' understandings of and critical thinking about the problems, opportunities, spaces and places, concepts, and practical strategies that music educators and community music facilitators employ, develop, and deploy to improve various aspects of music teaching and learning around the world.

The Handbook of Music Therapy takes the reader on a journey through the historical and contemporary landscape of the field of music therapy, updated with the latest practical, sociocultural and theoretical perspectives and developments in music therapy. The second edition is divided into four parts: foundation and context; music therapy practice; learning and teaching; and professional life. This includes the trajectory of music therapy as a health, social and community-based discipline in the 21st century with an evolving evidence base that also acknowledges the growing edges in the field, such as perspectives around equity, inclusion and diversity. The editors have included practice-based chapters including contributions from music therapy specialists in the fields of autism, adult learning disability, forensic psychiatry, neurology, immigration and dementia. The second edition is thoroughly updated to showcase a series of new interviews with Elders in the music therapy field, a thoroughly revised first section of the book with new materials on values and principles, updated chapters on music therapy practice, online and print resources supporting music therapy practice including musical illustrations with new and revised examples, and an extensively revised final section with new chapters on professional life and research. Illustrated with rich case studies and practical examples throughout, The Handbook of Music Therapy covers a variety of different theoretical and philosophical perspectives. It will be invaluable to music therapists (novices, students, professionals), other arts therapists and practitioners such as speech and language therapists, psychotherapists, teachers, community musicians, psychiatrists and social workers.

Portraits of Everyday Practice in Music Therapy is an edited volume of case studies providing music therapy students and new professionals with critical reflections on everyday clinical practice across a variety of treatment settings, theories, approaches, and cultural contexts. These case studies articulate the important foundational work occurring around clinical breakthroughs to illustrate less of what music therapy could be given extraordinary circumstances and more of what music therapy frequently is given realistic circumstances. Additionally, each author explores the impacts of cultural values, expectations, and roles on clinical contexts through examinations of their sociocultural identities and how they intersected with those with whom they worked. Discussion prompts at the end of chapters help readers engage in similar reflective practices and sustain engagement with introduced concepts and ideas. By providing ecological real-world contexts for practice and culturally reflexive lenses through which to understand how therapeutic processes evolved, music therapy students and professionals can be better prepared for the authenticity and complexity of everyday clinical work.