Audio-Cueing and Immediate Feedback to Improve Group Leadership Skills: A Live Supervision Model

Abstract

The purpose of this study was to evaluate the effects of audio-cueing and immediate feedback on the leadership skills of student music therapists. The study consisted of four sub-studies using the same dependent and independent variables, and similar designs with variation in the amount of time spent in baseline, treatment, and return-to-baseline phases. A total of 12 student therapists participated in this study, which lasted approximately 4 months. The independent variable was instructor feedback, delivered to the student therapist by way of an earpiece attached to a wireless receiver which was concealed under the student's clothing. The feedback consisted of verbal approvals or disapprovals for specific interventions, general encouragement for session progress, and directions for immediate action. The dependent measure was the Standley Group Activity Leadership Skills Checklist. Subscores can be calculated in four areas: personal skills, general session skills. music skills, and client responses. The supervisor used the checklist, while viewing the videotapes, to evaluate the progress of each student therapist. Results from this study do not show a clear enough distinction between the pattern of the baseline scores and the students' scores during treatment to make conclusions about the effects of the treatment interventions, since there was no immediate or dramatic change from baseline to treatment scores when the intervention was applied. The students did improve in the areas of giving specific approvals to clients, helping the clients participate in the activities, and in body proximity to the clients when they were given immediate feedback from the supervisor. These important skills can be enhanced and reinforced through live supervision techniques.