The Use of an Auditory Device to Transmit Feedback to Student Therapists

The purpose of this study was to evaluate the effects of an auditory device, similar to those worn by newscasters, to transmit feedback to student therapists during actual music therapy sessions. Experimental conditions were implemented in a laboratory setting and a field setting in the community. The music therapy laboratory was the setting for Study 1. Student music therapists worked with a group of mentally handicapped adults two times per week for 30-minute sessions. The independent variable was instructor feedback, delivered to student therapists by way of an earpiece attached to a transmitter (Realistic No. 21-404, Two Way Audionic Communication System), which was concealed under the student's clothing. The feedback consisted of approving verbal reinforcement for specific behaviors or general encouragement for session progress, directions for immediate action, and verbal disapproval. The dependent measure was the Standley Group Activity Leadership Skills Checklist (Standley, 1991). Subscores can be calculated in four areas: personal skills such as voice quality and eye contact, general skills such as preparation and implementation, music skills such as note accuracy and cueing, and client responses such as on-task and enjoyment. The students used the checklist while viewing the videotapes to evaluate their own daily performance in each session. In analysis of the total scores, personal skills, and client response, the experimental therapists in Study 1 performed significantly better than the control therapists. The experimental therapists achieved higher scores than the control therapists on general skills and music skills, but without statistical significance. An early learning center for high risk preschool children in the community was the setting for Study 2. Student music therapists conducted 30-minute group sessions three times weekly. Using independent and dependent measures as in Study 1, the experimental therapists in Study 2 achieved higher scores than the control therapists on the total score and on the personal skills, general skills, and client response subscores, although without statistical significance. No difference was discerned between conditions on the music skills subscore. Overall, the student therapists using the immediate feedback device achieved higher checklist scores than those who were not receiving immediate feedback. This, combined with the fact that the equipment is easy to operate, barely noticeable to others, and requires little acclimation time on the part of the wearer, leads to the conclusion that the use of this device shows great promise for training music therapists.