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Music Therapy Treatment Summary

Consumer and Setting:


Ray is an 18 year old Caucasian male who is a 12th grade student at Georgia
Network for Educational and Therapeutic Support (GNETS). Ray was referred to
GNETS by his teacher because of severe emotional/behavioral disorders on
9/21/12.
Assessment:
Results of the music therapy assessment indicated that Ray has many
needs and strengths across all of the following domains. He is a leader in his
class behaviorally & enjoys talking about music & movies. He speaks clearly
(with an occasional stutter), & makes direct/clear eye contact. Ray has a good
memory & follows most all directions (non-musically) but has impulse control
issues on the guitar. He is fully capable of moving on his own but has a slight
awkward gate by having slow torso turns. He is not very active for his age. Ray
has great fine motor skills but low wrist control and low internal tempo skills.
However, he learns musical concepts quickly. He enjoys learning more about
other instruments and Ray would like to be a Rock star when he graduates.
Ray is diagnosed with Aspergers Syndrome, depression, & Schizophrenia.
He has close ties with his grandfather, brother, and mother. His mother is
extremely supportive of his therapeutic needs and he has participated in 6 other
therapies including medication. That being said, he appears to have good coping
skills, guitar playing being one of the main strategies. Ray made straight As in
the Spring of 2014 at GNETS. Ray is very respectful & calm, but not withdrawn.
However, it was apparent that he suffers with depression by the lack of interest
he had in his peers, little to no speaking in class, while having flat affect. He is
able to express his emotions to the student therapist.
Both impulse control and coping skills were a priority, impulse control being
more important of an area for the student therapist to measure.
Goal & Objective:
Goal: To increase Rays impulse control, operationally defined as his ability to
stop playing an instrument/ or singing after being cued verbally and nonverbally
by the student music therapist.
Objective: Ray will increase his impulse control in response to a prompt from the
student music therapist from a baseline measurement of 58% on October 3rd,
2014 to a final measurement of 100% by November 21st, 2014.
Treatment/Therapeutic Procedures:
To Increase Rays impulse control, music will be used in therapy both as the
mediator, reinforcement and structure. A large opportunity of improvisation
playing will occur as well as lyric analysis and discussions regarding his opinions

and feelings. The improvisation playing will create a structured atmosphere for
Rays emotional and impulse control skills. Song writing will occur to help the
building of rapport between the client and student music therapist, this will also
affect Rays creativity and long-term memory. Music of certain artists/bands will
be re-created to help develop Rays repertoire and self-esteem. Drumming will
be used to help reinforce the clients tempo control throughout performance and
singing will be used to help build self-esteem. There will be brief introductions to
a variety of instruments and their use. Performance in school/church/other
locations will be supported by the student music therapist, and rehearsal will
occur during sessions. Performance will be used in the manner to receive
positive reinforcement from peers, faculty, and guardians. While learning to
control speed, and picking up on cues from the therapist either verbally or
nonverbally, verbal reinforcement and positive facial affect form the therapist
will be used on a continuous schedule to encourage and establish improvement.
In order to help motivate Ray to follow instructions, guitar improvisation will be
saved till the end of the sessions.
Evaluation:
The long-term objective increased from 58% accuracy to 100%. The short-term
objective increased each week by 6% for 6 weeks. Ray only met his objective 1
time over the months on a Monday. Ray did have a steady increase on Tuesdays
and Fridays. However the class sessions were not musically challenging for him
so he would not put in his full effort into participation. Total Client Contact hours:
32 hours and 58 minutes.
Client Absence: Friday, Sept. 12th, Student Therapist Absence: September 23rd,
October 24th
GNETS Fall Break: Monday, October 6th- Friday October, 10th

Discussion:
On Mondays Ray was always participating but not with 100% effort. This could
be due to the timing of the session, after lunch and right before school ended.
More musically gifted than other students in his class so his progress decreased
during classroom sessions because he got bored with simpler music techniques
that the student therapist prompted the class. Student therapist had to give
more individualized attention to his class mates. On Tuesdays his progress
increased slowly over the weeks, but on Fridays Ray usually had a shorter
attention span which made it harder for him to stop playing/singing when
prompted. Due to his emotional and physical needs Ray takes 7 different
medications, which means his mood is different every day. This made it
challenging for the student therapist because a different approach had to be
used every day. All of these events made the data vary quite a lot.
Recommendations:
Ray should continue with individual & group music therapy sessions. Music
motivates him because it is one of the few things he can really relate to. Ray
needs to have access to larger instruments like a drum-kit & record his original
music to make a CD.

Student Signature

Date