music therapists and music educators during graduate and undergraduate preparation. Standley studied the abilities and progress of students across multiple clinical music therapy and music education teaching practica, noting that development was seldom systematic or cumulative. She developed the unique simulation exercises and the overall instructional design of this book for Procedures in Music Therapy and Music in Special Education classes, integrating simulation training with clinical experiences. Subsequent analysis of student progress demonstrated the substantial gain in sophistication of therapy and teaching skills. This book was field tested for 10 years in 6 major university music therapy and music in special education programs with similar positive results. Jones has studied emerging guitar skills and repertoire development in music therapists. She has revised this edition of the text, including new simulation exercises, role-play actor cards, and means of evaluating accompanied repertoire development.

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