Current Projects

Music therapy for adults with autoimmune disease and a mood disorder: Adults living with autoimmune disease (AD) often experience increased stress, anxiety, social isolation, depression, pain, discomfort, and physical challenges (Global Autoimmune Institute, 2024). The creative arts therapies (Raudenská et al., 2023; Rogers-Melnick et al., 2021; Torres et al., 2018) have looked into the impacts of these modalities on chronic illnesses such as multiple sclerosis, cancer, fibromyalgia, chronic pain, and sickle cell disease. However, little research has been done to address the mental health needs of adults with AD. This community engaged research study explores the feasibility and acceptability of music therapy (MT) as a non-invasive, holistic intervention to improve psychosocial well-being in rural adults with ADs and self-reported anxiety or depression. The findings aim to inform the development of a scalable, effective pilot study for future research on the use of MT for this under-resourced population.

Researchers: Melody Schwantes, PhD, MT-BC and Grace Smith, MMT, MT-BC

Collaborators: Dana Brackney, PhD, RN, CDE, BC-ADM and Vanessa Jewel, PhD, OTR/L, FAOTA 

An Updated Systematic Review of Research with Children with Disabilities in Music Settings- We are updating previous research we have conducted to review literature about children with disabilities in music settings. The year 2025 marks the 50th anniversary of IDEA (Individuals with Disabilities Education Act) and we aim to summarize the music research with children with disabilities from 1975-2025. 

Researchers: Laura Brown, PhD, MT-BC, Ellary Draper, PhD, MT-BC, and Judith Jellison, PhD

Pictures of Public School Music Therapists: Clients, Service Delivery, and Professional Support- Many music therapists work in school settings with children and adolescents with disabilities, yet little is known about how they specifically deliver services. We analyzed 360 responses to a survey asking music therapists working in school settings in the United States about their training, current service delivery models, collaboration with other professionals, and thoughts about music therapy in inclusive settings. Respondents were neutral about the adequacy of their undergraduate practica and coursework to prepare them to work with children with disabilities, but felt that their internship was very adequate. During their training and professional work, they most often collaborated with special educators and paraprofessionals. Music therapy sessions were most often provided in self-contained groups, followed by individual sessions and inclusive groups. The most common special education categories served were children with intellectual disability, speech language impairment, and autism. Findings are discussed in light of recommendations for educators and suggestions for future research to grow the evidence base about music therapy with children with disabilities.

 Researchers: Laura Brown, PhD, MT-BC, Ellary Draper, PhD, MT-BC