1 WEEK left for Early bird Registration for IMCAP Course, Columbia MD


1 week remaining for EARLY BIRD Registration for IMCAP-ND CMTE Course at Howard Community College (Ends on April 15th!)

Are you interested in learning more about working within a Developmental Relationship-based Music Therapy Model? Here’s an opportunity to do so while earning 35 CMTE Credits! Click HERE for more information!

You will expand your knowledge on how to:

  • Create musical experiences that target specific musical areas that deal with
    • A) Social-Emotional Skills
    • B) Cognitive and Perceptual Skills
    • C) Preferences, Efficiency, Arousal Levels
  • Observe, assess, and score target responses within the context of relational musical-play
  • Create and write individualized goals and treatment plans
  • Communicate assessment findings to caregivers and healthcare professionals
  • Gain a deeper understanding of your musical tendencies and habitual responses as a musician and music therapist

By registering for this course you will receive complimentry Developmental, Relationship-based Music Therapy course materials (as  well an opportunity for discounted supervision/coaching): 

  • Receive 50% off IMCAP-based reflective supervision for up to 5 supervision sessions
  • A 10-pack of IMCAP-ND Rating Scale Booklets
  • IMCAP-ND Work Guide that includes:
  • Musical resources for the music therapist
  • Quality of Interaction rating chart
  • Procedural work phase check list
  • Clinical sample of IMCAP-ND rating scores (Scales I, II, & III)
  • IMCAP-ND goal bank
  • Clinical techniques guidelines (procedural phases and music domain areas)

The IMCAP-ND 2-day CMTE course with post-course assignments provides an opportunity to earn 35 CMTE Credits. This course will be held at Howard Community College in Columbia, MD on May 2nd and 3rd.

Click HERE to register!



Spring 2014 Discount for IMCAP-ND Products!

Hi all,

Developmental Music Health is kicking in Spring 2014 by offering a 15% DISCOUNT  for the next 7 days on all IMCAP-ND products. Beginning today, March 18th 2014, and through March 25th, we are offering a 15% discount on all  IMCAP-ND Clinical Manuals and IMCAP-ND Rating Scale purchases. This offer will ONLY last 7 days (ending March 25th).

To receive your 15% discount, simply click on the link below, choose the product that you would like to order, and then simply enter the promotional discount code: IMCAPDIR

To place your order and to find out more about the IMCAP-ND Manual, please click HERE. 

For international orders, please click HERE.

Also, if you are interested in learning more about how to applying and integrating the IMCAP-ND into your clinical practice, check out out our upcoming IMCAP-ND CMTE courses that will be offered in Maryland, New York, and Virginia! This exciting NEW 2-day course (with post-course assignments) provides music therapists with the opportunity to EARN 35 CMTE credits!



IMCAP-ND Manual Available for Pre-Ordering!

IMCAP-ND Cover SpreadHello all,

I’m happy to share that the Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND): A Clinical Manual is now available for Pre-Ordering. By Pre-Ordering a copy of the IMCAP-ND Manual you will receive 10 free rating scale booklets (a value of $9.50).

Pre-orders can be made by visiting Developmental Music Health Services at www.DMHmusictherapy.com.

To view contents and reviews of the IMCAP-ND Manual click on the links below:

Click to Read  Reviews

Click to Read Table of Contents

Click to Read Foreword

Here’s what professionals are saying about the IMCAP-ND:

“The IMCAP-ND is a paradigm shift and revolutionary force, and will surely transform the very landscape of music therapy assessment” -From the book’s foreword, Brian Abrams, Ph.D., LCAT, MT-BC

“This clinical manual will be an indispensable tool for all music therapists who believe in the power of affect to help clients relate and communicate through the experience of musical-play.” -Cecilia Breinbauer, M.D.

“The IMCAP-NC includes three scales that are easily scored and compiled and which give solid information on the client’s strengths and needs as well as clear guidance on setting clinical goals.” -Elizabeth Schwartz, M.A., LCAT, MT-BC

“The ‘right brain’ is given a voice in the IMCAP-ND and offers all pediatric disciplines a window into the full range of human drama.” -Gerard Costa, Ph.D.

“John Carpente’s new book helps to fill that gap by presenting a set of music-centered rating scales that examine clients’ capacity to musically interact and thus present a musical way of thinking about, working with, and understanding clients.” -Christian Gold, Ph.D

TRAININGS: Please stay tuned […]

Music Therapist, Andre Brandalise Explores the Importance of “Clinical Themes” in Music Therapy

Greetings Musicers! Thanks for tuning in to the “guest blogger” series. It’s been a real treat for me to include such wonderful music therapists on this blog.

This next guest post brings an international music-centered perspective on the importance of musical processes in therapy, specifically on the topic of the “clinical theme.” So, that being said,  It is my pleasure to introduce my Brazilian brother and fellow music therapist, Andre Brandalise. Andre’s post derives from last week’s Temple University’s Arts & Quality of life Research Conference: Four Models of Music Therapy at Temple University. The conference showcased several music therapy models/tracks, including Music-Centered Music Therapy. I had the pleasure and honor of being one of the music-centered presenters along with Dr. Kenneth Aigen, Michael Viega and Andre Brandalise. Andre introduced the audience to the term “Clinical Theme”  within the context of music-centered thinking. Although the term was coined by the late Dr. Clive Robbins, it had never been formally defined in the the Nordoff and Robbins literature. Based on talks with Drs. Clive Robbins and Alan Turry, Andre shares for the first time, his interpretation of the definition and function of the “Clinical Theme” in music therapy. Thank you Andre for sharing this with us!

The Clinical Theme:

Clients Opening their Doors to Musicality

for Relationship, Creativity and Development

André Brandalise, MA

(to my dear friend and esteemed colleague Dr. John Carpente)

In order to explain to people what music therapists do, I generally use a metaphor: we “knock on the doors of our clients’ musicality” asking if they will allow us to enter into their musical world. As music therapists, our primary […]

One Music Fits All?: Can Music Therapy Interventions be Prescription-based?

If we assume that MT interventions can be prescribed, are we saying that all clients respond to certain musics in the same way? Is that even possible? Do we all really connect to the same music in similar ways? How can this be? Is my reality your reality? Can you find two IPods on the planet that are loaded with the same music??

When visiting a music store, when we actually left the house to buy music (and music buying was social activity), I remember how the stores would categorize music by styles or genres: Aisle 1, Pop music; aisle 2, Rock; aisle 3 Jazz music; aisle 4, Classical music; aisle 5, Rap Music; and aisle 6, Relaxation music- what’s wrong with these categories? Well, what first strikes me is that they are indeed styles of music, except for one…”Relaxation” music. Relaxation isn’t a style, it’s some kind of cause-and-effect based on listening to music. So, in other words, when you listen to this (relaxation) music, you should become relaxed. This is a huge problem for me- being that the very music that is classified as being relaxing has the opposite impact on/in me. In fact, when I listen to “relaxing” music, it sometimes makes me anxious, bored, and I do anything I can to remove myself from it. This is not to say that others don’t feel or become relaxed when listening to this music. I’m only suggesting that music may impact humans in different ways based on their emotional and personal make up- the very make up that makes them (us) unique as people. Do we experience things the same? Is my reality […]

Nordoff-Robbins Music Therapy & DIR/Floortime Model: PowerPoint from the Mid Atlantic & Great Lakes Regional Conferences, 2010

Hi all,

Attached is a compiled version of the powerpoints that I presented at the Great Lakes and Mid Atlantic Regional Music Therapy Conferences on the use of NRMT within the DIR/Floortime framework.  Best, John

MAR 2010 CMTE DIR-Music

Individualized Music-Centered Assessment Profile for Child with Autism

 The IMCAP® is a population based, music-centered assessment profiling system targeting specific  areas of musical responsiveness as they pertain to musical interactions. The IMCAP’s goal is to create a Musical-Emotional Profile for each child being assessed. In essence, the IMCAP is basically painting a musical portrait of the child.

Although the IMCAP® is a music-centered based assessment, each of the seven levels of musical responsiveness are based on social-emotional development and are consistent with the DIR®/Floortime™ Model, Jean Piaget and Margaret Mahler.

Each level of musical responsiveness are being assessed within the context of interactive musical play between the therapist/s and the child, while observing the child through various modes of musical interaction (instruments, voice, movement, & gestures). Each level is evaluated based on the duration and quality of the child’s musical responsiveness within the context of music play, and, the type of the support (i.e. visual cues, verbal, gestural cues, high affect, etc.) that the therapist utilizies to assist the child in a particular musical area.

Seven levels of Musical Responsiveness:

  1. Musical awareness: the awareness that the child displays of the music and any of its facets (elements); how and if the child processes, on any level observable, the music as a whole and/or specific elements.
  2. Musical (self) regulation: the child’s ability to remain calm, interested and available during musical interactions over a wide range of affects and emotions; how the child self soothes and takes in the sights and sounds in the musical environment; the ability to use sensory modulation during musical play
  3. Musical mutuality/engagement & forming relationships: the child’s ability to relate (the quality of the relatedness) to the music and therapist through a range of […]