Using a Music Therapy Collaborative Consultative Approach - World ...

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Phillip. The teacher’s task behavior was observed a total of 22 sessions. The third
panel of Figure 6.13 shows the number of steps Phillip’s teacher completed correctly,
together with Phillip’s positive peer interaction during Condition C. The teachers’ task
behavior was on the highest level and very consistent. In 19 sessions his teacher performed
all five steps. In only three sessions did Phillip’s teacher complete “only” four steps of the
teacher-mediated intervention procedure correctly (except enter Music Hut with the dyad and
continuing to play in the Music Hut for 10 minutes). Not surprisingly, Phillip’s positive
interaction was also on a very high level, and variable across days. The data indicate that the
variability coincided closely with the teacher’s task behavior, meaning that he had less
positive peer interactions on the three sessions in which his teacher accomplished only four
steps out of the five-step procedure.
Lucas. The teachers’ task behavior was observed a total of 21 sessions. The bottom
panel of Figure 6.13 shows the number of steps Lucas’ teachers completed correctly, as well
as Lucas’ positive peer interaction during Condition C. The teachers’ task behavior was on
the highest level and very consistent. On 16 sessions, his teachers performed all steps. Only
in four sessions did Lucas’ teachers complete four steps (continuing to play in the Music Hut
for 10 minutes), and in one session only three steps, of the teacher-mediated intervention
procedure (except model tasks of song and continuing to play in the Music Hut for 10
minutes) correctly. On the majority of days, Lucas’ positive interaction was greater than
58% but was variable across days. The data indicate that the variability correlated with the
teacher’s task behavior, meaning that even small differences in the teachers’ task behavior