SHB 2363
SignedHouse
Music therapy exemptions
Concerning temporary exemptions from licensure for certain applicants for a license to practice music therapy.
How does a bill become law?
- Introduced: The bill is filed and assigned a number.
- Committee: A subject-matter committee holds hearings, takes public testimony, and decides whether to advance the bill.
- Floor Vote: The full chamber (House or Senate) debates and votes on the bill.
- Opposite Chamber: The bill repeats the committee and floor vote process in the other chamber.
- Governor: The Governor reviews the bill and decides whether to sign or veto it.
- Signed: The bill has been signed into law.
AI Analysis
This bill creates temporary exemptions allowing music therapy students and recent applicants to practice under specific conditions before full licensure, while clarifying the scope of practice for music therapists—especially limiting them from treating speech or swallowing disorders unless also licensed as a speech-language pathologist. It also updates existing law to align with the 2023 licensing law.
- Allows music therapy students to practice as part of their education program without a license.
- Permits license applicants to provide music therapy for up to six months under supervision while awaiting exam results, if all other licensing requirements are met.
- Clarifies that professionals in other licensed fields (e.g., counselors, occupational therapists) may use music incidentally in their work, as long as they do not claim to be music therapists.
- Prohibits music therapists from evaluating or treating speech, language, swallowing, or communication disorders unless they are also licensed as a speech-language pathologist.
- Requires music therapists to review a client’s or student’s diagnosis and treatment plan before providing services.
Who is affected
- Music therapy students — Music therapy students in approved education programs can continue to practice music therapy as part of their coursework without needing a license yet.
- Music therapy license applicants — People applying for a music therapy license can provide music therapy services for up to six months while waiting for exam results, as long as they meet all other licensing requirements and work under supervision of a licensed therapist.
- Professionals in other licensed health or education fields — Professionals in other licensed fields (e.g., counselors, occupational therapists) can use music as part of their existing practice, as long as they don’t call themselves music therapists.
- Clients receiving music therapy services — People seeking music therapy services benefit from clearer boundaries about who can provide specific types of care—especially around speech, language, and swallowing issues—which remain under the scope of speech-language pathologists.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
Permitting license applicants to provide music therapy for up to six months under supervision while awaiting exam results prevents unnecessary gaps in service delivery and allows newly trained professionals to begin contributing to public health and mental wellness sooner—especially important in areas with provider shortages.
Public SafetyPeopleRef: Sec. 1(2)(d)Allowing music therapy students to practice as part of their education program without a license ensures continuity of experiential learning, which is essential for competency development and ultimately improves long-term service quality and workforce readiness.
EducationPeopleRef: Sec. 1(2)(c)Explicitly permitting other licensed professionals to use music incidentally—without claiming to be music therapists—reduces confusion and protects consumers from unqualified providers while supporting interdisciplinary care in schools, clinics, and community settings.
Public SafetyPeopleRef: Sec. 1(2)(a)-(b)Prohibiting music therapists from treating speech, language, swallowing, or communication disorders unless also licensed as a speech-language pathologist strengthens consumer protection by ensuring that high-risk clinical services are provided only by appropriately credentialed professionals.
Public SafetyPeopleRef: Sec. 1(3)Requiring music therapists to review a client’s or student’s diagnosis and treatment plan before providing services promotes coordinated, team-based care and improves safety by ensuring interventions align with broader treatment goals—especially valuable in special education and mental health contexts.
HealthcarePeopleRef: Sec. 1(4)-(5)
Potential Concerns (5)
Limiting music therapists to six months of supervised practice while awaiting exam results may delay access to care for clients in rural or underserved areas where music therapy is a limited resource, potentially increasing wait times for mental health or developmental support services.
Public SafetyPeopleRef: Sec. 1(2)(d)The prohibition on music therapists evaluating or treating speech, language, swallowing, or communication disorders—even when working with clients who have those conditions—may fragment care and create confusion for patients and families seeking integrated therapy, especially in schools or rehabilitation settings where team-based care is common.
Public SafetyPeopleRef: Sec. 1(3)Requiring music therapists to review a client’s diagnosis and treatment plan before providing services adds administrative burden and may delay service delivery, especially in fast-moving clinical or educational settings where timely intervention is critical.
HealthcareLean peopleRef: Sec. 1(4)While allowing other licensed professionals to use music incidentally may increase competition, it also creates ambiguity about scope boundaries, potentially leading to legal uncertainty or liability for both music therapists and other providers who use music in their practice.
Business & EmploymentLean peopleRef: Sec. 1(2)(a)-(b)Allowing music therapy students to practice without a license as part of their education is standard, but the lack of explicit supervision requirements in the bill text may leave students and clients exposed to inconsistent quality of care depending on the institution or site.
EducationLean peopleRef: Sec. 1(2)(c)
Who Is Most Affected
Music therapy students benefit significantly—this bill allows them to gain hands-on experience as part of their required training without delay, supporting timely graduation and entry into the workforce.
License applicants benefit from a six-month supervised practice window, reducing the risk of credentialing delays blocking access to employment and public service—especially helpful in rural or high-need areas.
Other licensed professionals (e.g., counselors, OTs) gain legal clarity to use music in their work without fear of practicing without a license—though they must avoid representing themselves as music therapists.
Clients benefit from clearer boundaries around scope of practice, reducing risk of inappropriate or unsafe interventions—especially regarding speech/swallowing disorders, which require specialized expertise.
Healthcare and education systems benefit from reduced interprofessional conflict and clearer role delineation, supporting smoother team-based care—though they may face added documentation requirements.