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 53

2007
2007
2004

2003
200795231-258
2004
200492229-262
1020051031Cheers2005
1031http://www.cheers.com.tw/default.asp
American Music Therapy Association (2005). AMTA member sourcebook 2005.
Silver Spring, MD: AMTA.
American Music Therapy Association (2007). AMTA member sourcebook 2007.
Silver Spring, MD: AMTA.
Boyle, M. E., & Krout, R. (1988). Music therapy clinical training manual. St. Louis,
MO: MMB Music.

54

de IEtoile, S. (2000). The history of the undergraduate curriculum in music therapy.

Journal of Music Therapy, 37(1), 51-71.
Groene, R. W., & Pembrook, R. G. (2000). Curricular issues in music therapy:
Asurvey of collegiate faculty. Music Therapy Perspectives, 18, 92-102.
Hanser, S. B. (1999). The new music therapists handbook (2nd ed.). Boston: Berklee
Press.
Krout, R. E. (1982). Supervision of music therapy practicum within the classroom
setting. Music Therapy Perspectives, 1(1), 21-24.
Lacy, L. D., & Hadsell, N. A. (2003). Music therapy practice in the Southwestern
Region of the American Music Therapy Association: Making a living in a
dynamic, complex field. Music Therapy Perspectives, 21, 110-115.
Standley, J. (1991). Music techniques in therapy, counseling and special education.
St.Louis, MO: MMB Music.
Tawney, J. W., & Gast, D. L. (1984). Single subject research in special education.
Columbus, OH: Merrill.
Wheeler, B. L. (2000). Music therapy practicum practices: A survey of music therapy
educators. Journal of Music Therapy, 37(4), 286-311.
Wheeler, B. L. (2002). Experiences and concerns of students during music therapy
practica. Journal of Music Therapy, 39(4), 274-304.
Wright, L. M. (1992). A levels system approach to structuring and sequencing
pre-practica musical and clinical competencies in a university music therapy
clinic. Music Therapy Perspectives, 10, 36-44.
Wyatt, J. G., & Furioso, M. (2000). Music therapy education and training: A survey
of Masters level music therapists. Music Therapy Perspectives, 18, 103-109.

 55

1 Standley1991

56

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58

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 59

The Effect of Practicing Music Therapy as

Expertise Training for Students Majoring
in Special Education
Shu-Yu Chen*

Abstract
Music Therapy has gained much attention from in-service teachers and
professionals of various areas in Taiwan in the past few years. When considering an
unbalance of the shortage of certificated music therapist and an overflow of qualified
teachers, the researcher intends to train pre-service special educators to obtain
knowledge and clinical experiences in Music Therapy so that students are capable of
competing with others for in full teacher positions or making a broader plan for
future career instead of being teachers, perhaps as a music therapist.
The researcher explored the effect of using a well-developed manual Music
Therapy Activity Leadership Skills Training Program that designed by Standley
(1991) to practice secondary expertise training plan for undergraduate students
majoring in Special Education. The program is a systematic, hierarchical approach.
The researcher took it into consideration and decided to conduct a changing criterion
design for data collection. The line graphs, visual analyses and bar graphs were
showed to demonstrate the personal, music, and group responses skills of the training
program. The results showed that the students didnt make a great improvement in
the beginning of the training. It explained a reasonable phenomenon that students
couldnt reach the goal in one step. However, students gradually showed
improvement after training. The scores were maintained very well on above the
criteria. The students also learned strategies to lead the group, create unique ideas,
and make an adjustment when encountered some difficulties. All in all, the students
have gradually possessed capabilities and characteristics to be a qualified music
therapist during the training.
Key words: music therapy, expertise training in special education
*

Assistant Professor, Department of Special Education,Taipei Municipal University of Education

60