<p> This dissertation endeavors to explore and describe the lived experience of music therapists&rsquo; relationships with their clients as it develops in individual music therapy sessions. Music therapy literature, reviewed with particular attention to its treatment of the psychodynamic conceptualization of clinical relationship, suggests a shaky marriage between music therapy and psychoanalytic thought, and the experience of the music therapist in this landscape has not been studied. As its data, this study relies on semi-structured interviews with 7 music therapist volunteers who provide individual music therapy, focusing on their experience of emotion, interpersonal connection with their patients, and utility of psychodynamic concepts in that work. Idiographic and nomothetic analysis revealed 4 common themes in music therapists&rsquo; experience of clinical relationship, which belie an underlying sense of confusion and anxiety about important aspects of the work. The discussion of findings examines these themes in the context of the powerful impact music can have on the psyche, and makes recommendations regarding the inclusion of psychodynamic concepts in music therapy training. Keywords: music therapy, relationship, psychoanalysis, transference, countertransference, projective identification, boundaries</p>

<p> Given the lower verbal output in many children with autism spectrum disorders (ASD), a number of interventions in English are available for them. However, currently there are no interventions specifically researched with children with ASD who come from different language backgrounds other than English. The present study examined the effect of an intonation-based treatment called auditory-motor mapping training (AMMT) to facilitate verbal output in two children with a diagnosis of ASD from Korean-speaking households. Both participated in a total of nine AMMT sessions in addition to four assessments over a 4-week period. A baseline assessment was conducted prior to the first treatment, and probe assessments were conducted after treatment session 3, 6, and 9. Each child's verbal production including consonants and vowels were measured. The results showed some improvements in the production of consonants and vowels over the treatment period; however, the differences were not significant. Although no statistically significant results were observed in this pilot study, more conclusive results may be observed in future studies adhering to the suggested recommendations.</p>