Investigating music therapy assessment and evaluation procedures for young people with intellectual disabilities in UK schools

Routine (every-day) music therapy assessment and evaluation procedures are essential in clinical work. UK Evidence Based Practice and stakeholders call for more robust procedures. One answer to this has been the development of music therapy assessment tools and measures with adequate psychometric properties, but this has been to the detriment of exploring the potential of routine assessment and evaluation procedures. Routine procedures are important (i) because standardised tools cannot replace all the necessary functions of assessment and evaluation, (ii) many tools do not fit clinical practice and (iii) they are used but under-researched.

In this research, a Modified Nominal Group Technique (M-NGT) was used, to investigate key routine music therapy assessment and evaluation procedures with music therapists and stakeholders looking at priority procedures and principles for young people with moderate or severe intellectual disabilities (YP-ID M/S) in schools. Twenty-five purposively sampled ‘expert’ music therapists and stakeholders engaged in NGT group meetings. Music therapists (16), completed a preliminary questionnaire and YP-ID M/S (2), took part in a multi-perspective questionnaire with their therapist, parent, and teacher. By identifying priority procedures and evaluating their quality, relevance and rigour, this research aims to benefit therapists, stakeholders, and clients.

Main findings reveal a framework (CASCADE) of prioritised routine music therapy assessment and evaluation procedures that align with the context of individual music therapy for YP-ID M/S in schools. Procedures have breadth and depth across an expanded music therapy treatment process with a blend of theoretical perspectives. Findings also support a model of Best Practice with seven elements: Integrated, Clearly evidenced and Evidenced-based, Client-centred, Ethical, Collaborative, Multiple-perspectives, Consistent and Systematic. Main YP-ID M/S client groups were found to be autism and co-existing conditions, social, emotional and mental health needs, developmental delay and genetic conditions, physical, neurological and biological, and sensory needs, and difficulties in their family background. YP-ID (S) were found to have the potential to evaluate their music therapy with the help of a structured questionnaire, musical extracts, and augmented communication aids, administered by an adult. Not all music therapists carry out all procedures. These findings contribute to the growing call for music therapy to be more accountable, especially within the education sector.