Analysis of the “Cognition” domain of the Individualized Music Therapy Assessment Profile (IMTAP) protocol




Music therapy, Analysis, IMTAP, Specifc learning disorders, Music


Most assessment instruments in Music Therapy need to have their effectiveness proven, directing interventions in a manner consistent with the needs of individuals. Based on the relations inferred between musical language and written language, and studies on musical intervention in dyslexia, it could be hypothesized that children identified at risk of dyslexia could present some impairment in the “Cognition” domain of IMTAP, which evaluates the largest number of constructs similar to the items evaluated in psychological instruments. Therefore, this paper investigated whether a series of activities created to assess the “Cognition” domain of the IMTAP protocol was related to a battery encompassed by psychological instruments normally used in cognitive assessment of reading. The expectations of the study were not confirmed. Pearson's correlations, although significant, were very low, suggesting that the constructs evaluated by IMTAP are different from the constructs of the other tests used.


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Author Biographies

Alexandra Monticeli, Federal University of Minas Gerais, Brazil

She has a degree in Music Therapy and a Masters in Cognition and Behavior from the University of Minas Gerais (UFMG). She is also graduated in the Technical Course in Flute at the State Conservatory of Music Maestro Marciliano Braga, in Varginha – MG. He works as a music therapist with care for multiple cognitive and motor disabilities. She is Vice-President and founding member of the Association of Music Therapy Professionals and Students of the State of Minas Gerais (APEMEMG).

Ângela Pinheiro, Federal University of Minas Gerais, Brazil

Ângela Pinheiro holds a Ph.D. in Cognitive Psychology from the University of Dundee/Scotland and a post-doctorate from the University of Education in Ludwigsburg/Germany. She is a professor at the Department of Psychology at the Federal University of Minas Gerais (UFMG). She works in the area of basic cognitive processes, with a focus on written language and on the development of reading and writing skills assessment measures for children. She is the founder and coordinator of the DislexiaBrasil website. In this capacity, he has specialized in the development of: 1. On-line training courses for basic education teachers on learning and development of reading and writing and on dyslexia; and 2. instruments for assessing knowledge and attitudes of parents and teachers about Specific Learning Disorders. She was a consultant and member of the editorial board of Dyslexia and Literacy International from 2014 to 2020.

Karina Marques, Federal University of Minas Gerais, Brazil

Doctoral Student in Psychology: Cognition and Behavior and has a Masters in Psychology from the Federal University of Minas Gerais (UFMG). Professor of the Postgraduate Program in Neuroscience Applied to Education at Centro Universitário UNA. Works in the field of psychological and neuropsychological assessment.

Rodrigo Vianna, Basque Country University, Spain

Rodrigo Vianna currently undertakes his Master's education at the BCBL (Basque Center on Cognition, Brain, and Language), under the supervision of Dr. Garikoitz Lerma-Usabiaga, on the white matter pathways for vision and reading, affiliated to the University of the Basque Country. He obtained the title of Psychologist in 2019 from the Federal University of Minas Gerais (UFMG). He is co-author of 4 papers with a total of 5 Web of Science citations, and several manuscript peer-reviews for a Springer-Nature Journal called Trends in Psychology. He accepted an unconditional offer to start his PhD education in September 2021 at the University of Ulster with a Vice-Chancellor's Research Studentship under the supervision of Prof. Dermot Barnes-Holmes.


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How to Cite

Monticeli, Alexandra, Ângela Pinheiro, Karina Marques, and Rodrigo Vianna. 2021. “Analysis of the ‘Cognition’ Domain of the Individualized Music Therapy Assessment Profile (IMTAP) Protocol”. Per Musi, no. 40 (June):1-20.



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