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    Music Therapy in Public School Settings: Current Trends as Related to Service Provision Models

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    Gillespie_ku_0099M_16014_DATA_1.pdf (6.403Mb)
    Issue Date
    2018-05-31
    Author
    Gillespie, Melissa Lynne
    Publisher
    University of Kansas
    Format
    165 pages
    Type
    Thesis
    Degree Level
    M.M.E.
    Discipline
    Music Education & Music Therapy
    Rights
    Copyright held by the author.
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    Abstract
    The purpose of this study was to investigate existing school music therapy service provision, including the role of the therapist and models of service delivery to provide an up-to-date overview of the field as of 2017. Participants included board-certified music therapists working in public school settings (n = 217) who completed an online survey of demographic, job, and caseload characteristics; model(s) of service delivery; and decision-making variables that may impact chosen service delivery model(s). This study expands upon previous surveys by providing an updated and more detailed profile of practicing school music therapists and their caseloads, as well as considering variations from “traditional” service delivery models to provide a more complete picture of the public school music therapist in the 21st century. In comparison to the most recent school music therapy survey data from nearly two decades prior (Smith & Hairston, 1999), participating music therapists in the present study had more master’s degrees, were required to have dual certification less often, held more part-time positions, and had worked for less time in schools. Most music therapists provided direct services to whole, self-contained special education classrooms (68.4%). Comparisons of survey results indicate that relationships may exist between the model(s) of service delivery chosen by school music therapists and their (a) number of years employed as a public school music therapist, (b) region of employment, (c) additional certification held, (d) number of music therapists in the district, (e) SPED team model, and (f) how music therapy is listed on the IEP. Further findings and implications for clinicians, administrators, and music therapy educators are discussed. Future studies are warranted to understand the numerous variables related to school music therapy practice, support evidence-based practice, and promote the benefits of music therapy as a related service for students in public school settings.
    URI
    http://hdl.handle.net/1808/27093
    Collections
    • Music Dissertations and Theses [338]
    • Theses [3824]

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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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