Psychiatry
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Deborah L Layman

Assistant Professor
Music
Cleveland State University
United States of America

Biography

" Deborah L. Layman, MM, MT-BC, is an Assistant Professor in Music Therapy and Coordinator of Music Therapy at Cleveland State University. With extensive experience in working with children and adolescents with special needs, Professor Layman brings a wealth of knowledge about the actual practice of evidence-based music therapy. Professor Layman is a doctoral candidate (ABD) in Educational Psychology at Kent State University. Professor Layman is currently the Chair of the Board of Directors of the Certification Board for Music Therapists (CBMT). Previously she served with CBMT as Secretary/Treasurer of the Board of Directors, Continuing Education Committee (CEC) Board Liaison, and Chair of the Continuing Education Committee of CBMT. Professor Layman was appointed to the joint CBMT/AMTA Scope of Practice work group in 2014, which resulted in a landmark legislative advocacy tool for the profession. Professor Layman also served on the Advisory Board for the AMTA Autism Task Force and presented key educational and certification testimony in support of Ohio House Bill 184, which would create a state licensure for music therapy in Ohio. Professor Layman is a published author and frequent national presenter on her research in many areas, including integration of the flipped classroom in music therapy higher education, the use of music therapy to treat complex trauma in children, and music therapy and autism."

Research Interest

Educational psychology, music therapy, flipped classroom, self-regulated learning, competency-based education, autism, neurodevelopment

Publications

  • Layman D (2008) Music therapy and complex trauma: A protocol for developing social reciprocity. Residential Treatment for Children and Youth 24: 111-129

  • Layman D (2002). Music therapy assessment for SED children: A pilot study. J Music Therapy 39: 165-187

  • Layman D (2002) Foster care trends in the United States: Ramifications for music therapists. Music Therapy Perspectives 20: 38-46

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