Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND)

piano playingHi all,

I am happy and excited to say that the Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND) will be available this coming May! It’s gone through several revisions  and has been clinically tested since I first posted information regarding its content. I want to thank all of the folks who have inquired about the IMCAP-ND. I really appreciate your interest and support and hope that this assessment tool will be a useful resource in your clinical practice.

For those of you who are interested, but are not familiar with the IMCAP-ND, the 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 music-based 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

Thanks for reading and stay tuned for IMCAP-ND training dates!

All the best,

John

Exciting Events on TAP: ADOS, Autism, Child Development, DIR/Floortime, and ICDL!!

Hello all,

I would like to share with you all couple of interesting and informative events coming up in the fall 2012 being hosted by The Rebecca Center for Music Therapy and Interdisciplinary Council on Developmental and Learning Disorders (ICDL). Both events are geared towards educating and training parents, professionals, and students.

The first is presented by the Rebecca Center for Music Therapy at Molloy College:  Understanding the Autism Diagnostic Observation Schedule and Autism Spectrum Disorders: A Workshop for Parents, Students, and Professionals.

The Autism Diagnostic Observation Schedule (ADOS) is the “gold standard” for assessing and diagnosing autism and pervasive developmental disorder (PDD) across ages, developmental levels, and language skills. This presentation will examine autism spectrum disorders as well as the ADOS. Topics will include an overview of autism (including its history and defining features) as well as a discussion of diagnostic psychological evaluation in general and the specific assessment of the possibility of an autism spectrum disorder. Attendees will gain an understanding of autism spectrum disorders as well as the process by which they are assessed and diagnosed.

Who should attend this lecture? The lecture is interned for parents of children with ASD, as well as for professionals and students who would like to increase their knowledge of the ADOS.

When: October 25, 2012 at 6:30PM – 8:30PM

Where: Molloy College, 1000 Hempstead Ave., Rockville Centre, NY 11571

Cost: $25 includes lecture and wine and cheese

Free for families enrolled at Rebecca Center, Molloy faculty, staff, and students
To register click here or paste this link into your browser:
https://coned.molloy.edu/CourseStatus.awp?&Course=12FMTC4500A&DirectFrom=Schedule&Origin=Courses+Taught+by+Alan+Wenderoff

For more information please call: 516 678 5000 ex6206

________________________________________________________________________________________________________

The other event is the Annual 2012 ICDL Annual Conference, November 16-18, 2012: THE POWER OF AFFECT

This event will have […]

AUTISM RESEARCH STUDY AT THE REBECCA CENTER

    International TIME-A Research Team in Bergen, Norway

AUTISM RESEARCH STUDY AT THE REBECCA CENTER  IN NEW YORK

  Do You Know a Child with Autism?

The Rebecca Center for Music Therapy at Molloy College is recruiting children with autism spectrum disorder (ASD) to participate in a research study investigating developmental trajectories and effectiveness of interventions. The main purpose of the study is to discover whether music therapy is an effective early intervention for children with ASD.

This study is the first well-controlled effectiveness study and largest randomized controlled trial on clinical interventions for autism to date. It is funded by the Research Council of Norway and builds upon a collaboration of seven countries worldwide. The Rebecca Center is the USA site for this study.

This study will include no-cost sessions and comprehensive diagnostic and cognitive assessments.

Who is Eligible?
• Children diagnosed with an autism spectrum disorder
• Between the ages of 4 and 7 years old
• Limited or no previous music therapy experience

The study is being conducted at The Rebecca Center for Music Therapy at Molloy College in Rockville Centre NY. If you have any questions or if you would like to consider your child to participate in the study, please contact Dr. John Carpente, Research Site Manager email: jcarpente@molloy.edu

Below are the collaborating countries and research site managers:

If you have any questions concerning the overall project please contact:

Principal investigator: Christian Gold (christian.gold@uni.no)

Project coordinator: Karin Mössler (karin.moessler@uni.no)

Questions related to the study protocol should be addressed to the Principal investigator or Monika Geretsegger:

Site manager Austria: Monika Geretsegger (monika.geretsegger@univie.ac.at)

Country specific questions and questions about participation in the study should be addressed to the particular site manager:

Site manager Australia: Grace […]

Parents Can Sing, Too! Music Therapy Advocacy from Experiencing It…

Since 2005, the American Music Therapy Association and the Certification Board for Music Therapists  have collaborated on a State Recognition Operational Plan. The primary purpose of this Plan is to get music therapy and our MT-BC credential recognized by individual states so that citizens can more easily access our services. The AMTA Government Relations staff and CBMT Regulatory Affairs staff provide guidance and technical support to state task forces throughout the country as they work towards state recognition. To date, their work has resulted in 35 active state task forces, 2 licensure bills passed in 2011, and an estimated 10 bills being filed in 2012 that seek to create either a music therapy registry or license for music therapy. This month, our focus is on YOU and on getting you excited about advocacy!

 Advocacy is all Part of the Gig…  

Advocacy is vital to the future of music therapy. It helps to inform communities, clinical sites, potential founding sources as well as the consumers. In addition, it helps in sustaining enrollment in music therapy degree programs. As a profession, it is our obligation to ensure that the public understands the value of music therapy. How can we ensure that the future will include the profession of music therapy? How can we ensure that the music therapy job market will exist and be able to keep up with the graduating music therapists of today and tomorrow? Can we be certain that funding sources for music therapy will be available in the future? Or that music therapy degree programs will thrive and grow in the future? To that end, we need to […]

Individual Music-Centered Assessment Profile Assessing Level II on the IMCAP-NDRC: Musical (self) Regulation

The Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders of Relating and Communicating (IMCAP-NDRC®) is a population specific, music-centered based music therapy assessment profiling system targeting specific areas of musical resposnsiveness pertaining to the child’s ability to engage, relate and communicate within in the context of musical play. This post includes the assessment process of Level 2, Musical (self) Regulation of the IMCAP-NDRD.  It is imperative to keep in mind that the entire assessment process, which includes levels 1-6, is all withn the context of live, improvised musical interation between the child and therapist.

IMCAP-NDRC: Assessing Level II- Musical (self) Regulation

MUSICAL (SELF) REGULATION

Musical (self) regulation refers to the strategies that a child employs in order increase his/her attention to the music being processed, either receptively or interactively. This includes the child’s ability to maintain calmness while being “available” for interaction through a wide range of sensory experiences (i.e. auditory, visual, propreoception, tactile, etc.). In assessing musical (self) regulation, the therapist is observing the child’s ability to achieve  a state of attention while experiencing music, either interactively and/or receptively. Within the context of musical play or receptive musical experiences, the therapist is observing the duration and the quality of the child’s ability to experience shared attention while live improvised music is being processed. Duration of musical (self) regulation is assessed by musical measures. The quality of musical (self) regulation is determined by the child’s ability to co-regulate and experience shared attention during musical interactions or receptive musical experiences. To that end, the therapist must be aware and mindful to include a wide range of musical elements and affect within the clinical improvisation, while observing the child’s ability to maintain calmness. In observing the child, the therapist will attempt to determine […]