Shinn, Haley, authorLaGasse, A. Blythe, advisorWilhelm, Lindsey, committee memberHepburn, Susan, committee member2022-01-072023-01-062021https://hdl.handle.net/10217/234160The purpose of this study was to examine the differences of client and therapist behaviors between a neuroscience-informed approach and a DIR/Floortime™-informed approach for one child involved in music therapy. There are no current studies comparing how the two approaches differently facilitate social skills. The author examined five videos from a neuroscience-informed approach and five videos from a DIR/Floortime™-informed approach and coded seven non-musical social skill behaviors, four musical social skill behaviors, and seven therapist behaviors. The author observed how a music therapist assisted in skill development, responded to and interacted with their client, and utilized the music between approaches and how those changes between approaches affected client social skill behaviors. In the neuroscience approach, there was a higher prevalence of six of the client behaviors and three of the therapist behaviors. In the DIR approach, there was a higher prevalence of five of the client behaviors and four of the therapist behaviors. Descriptive statistics and visual analysis indicated that multiple client behaviors were similar between approaches while the therapist behaviors had more differences between the two approaches. The author discusses why the differences may have been observed and clinical implications for working the client and using each approach within treatment. Further studies are needed to explore these different approaches.born digitalmasters thesesengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.client behaviorstherapist behaviorsneuroscience-informed approachDIR/Floortime™-informed approachmusic therapysocial skillsText