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Create an intervention - including a goal and objective - for a young school-aged client working on number, letter, or color recognition (choose one to focus this intervention on). Provide an intervention description/task analysis and a list of any instruments/materials needed.

Create a session plan for a 45 minute small group consisting of 6 students (ages 6-8) diagnosed with Autism Spectrum Disorder. The group meets in a self-contained special education classroom within a public elementary school. Students receive music therapy services twice weekly for 45 minutes to work on IEP goals related to participation, communication, and choice-making. The students have varying expressive language abilities, sensory profiles, and levels of socialization skills. All students benefit from structure, visual supports and cues, and clear transitions. Music has been identified by the interdisciplinary team as a motivating and regulating tool for the group. 

Create a session plan for a 45 minute session with at least 3 interventions. In your session plan write-up, please include all needed materials, the steps for your intervention, target behaviors, and response definitions. Please provide a 3-5 sentence rationale for the written interventions. 

Review the case below and create a 6-week treatment plan. Each week should be labeled with the specific goal for the week, along with corresponding objectives. From these 6 weeks, choose at least 3 weeks to include 2 interventions for each session. For each intervention, the write-up should include: Materials needed, steps for the intervention, target behaviors and response definitions. At the bottom of your plan, provide a 5-8 sentence rationale explaining how your interventions address the selected goals and objectives, and how the chosen goals align with the client's needs.

Maria is a 24-year-old young adult diagnosed with Major Depressive Disorder and Generalized Anxiety Disorder. She lives in a small apartment with a roommate and works part-time at a retail store while taking 1 community college course. Maria was referred to outpatient music therapy services to address persistent low mood, reduced motivation, excessive worry, and social withdrawal. She attends weekly, 60-minute individual music therapy sessions and has identified personal goals of improving emotional regulation, increasing daily functioning, and feeling more confident in social situations.

Maria presents with chronic symptoms of depression, including fatigue, decreased interest in previously enjoyable activities, negative self-talk, and difficulty maintaining consistent routines. She reports frequent anxiety related to work performance, academic expectations, and interpersonal interactions. Her anxiety often manifests as racing thoughts, muscle tension, and avoidance of unfamiliar or evaluative situations. Executive functioning challenges include procrastination, difficulty initiating tasks, and feeling overwhelmed by multi-step responsibilities such as budgeting, meal planning, and scheduling appointments. Although she desires stronger social connections, she often cancels plans due to anticipatory anxiety and later experiences guilt and isolation. 

Music plays a significant role in Maria’s daily life and emotional processing. She listens to music for several hours each day and describes it as her primary coping strategy. She has beginner-level piano skills and enjoys writing lyrics privately. Maria responds positively to structured musical interventions that provide both emotional expression and grounding.