A new, brief measure of college students' academic stressors.

Objective: The purpose of this study was to evaluate the psychometric properties of a new measure of academic stressors (the ASM) in college students. Participants: The ASM was given to 677 undergraduate students at three universities along with measures of anxiety/depression, Big Five personality traits, and study skills. Methods: Tests of factorability and an exploratory factor analysis were completed. The internal and test-retest reliability of the measure was also evaluated. Results: The ASM is a concise, valid, and reliable tool for assessing college students' academic stressors. Conclusions: ASM scores predicted anxiety and depression symptoms. Therefore, the ASM can be used by colleges and university to assess students' levels of academic stressors to identify meaningful resources for support.

Music therapy services for individuals with autism spectrum disorder: a survey of clinical practices and training needs.

BACKGROUND: Over the past decade, the definitions, diagnoses, prevalence rates, theories about the causes, evidence-based treatment options, and practice guidelines pertaining to Autism Spectrum Disorder (ASD) have undergone numerous changes. While several recent studies evaluate the effects of music therapy interventions for individuals with ASD, no current review reflects the latest music therapy practices and trends. OBJECTIVES: The purpose of this study was to evaluate the status of music therapy practices for serving clients with ASD, the implementation of national ASD standards and guidelines, the awareness of recent developments, and training needs of music therapists. METHOD: Professional members of the American Music Therapy Association who are working with individuals with ASD served as the sample for this national cross-sectional survey study (N = 328). A 45-item online questionnaire was designed and distributed through email and social media. Participants accessed the online survey through SurveyMonkey®. RESULTS: Findings suggest music therapy practices and services for individuals with ASD have shifted and now reflect a slightly higher percentage of caseload, a broader age range of clients, and a trend to serve clients in home and community settings. Most therapeutic processes align with recommended practices for ASD and incorporate several of the recognized evidence-based practices. Less understood or recognized are inclusion practices and latest developments in the field of ASD. CONCLUSIONS: Music therapists have a solid understanding of providing services for individuals with ASD, but would benefit from advanced online training and improved information dissemination to stay current with the rapidly changing aspects pertinent to this population.