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Observed differences between direct, indirect, and direct/indirect videotaped supervisory conferences.

J A Brasseur, J L Anderson

    Journal of Speech and Hearing Research
    |September 1, 1983
    PubMed
    Summary
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    Supervisors and students recognized distinct supervisory styles in speech-language pathology. Experience level did not affect their ability to observe these differences in supervisory behaviors.

    Area of Science:

    • Speech-language pathology
    • Clinical supervision
    • Communication sciences and disorders

    Background:

    • Supervisory styles significantly impact clinical training effectiveness in speech-language pathology.
    • Understanding how supervisors and supervisees perceive supervisory behaviors is crucial for optimizing training outcomes.
    • Previous research has not fully explored the differential perception of supervisory styles across varying experience levels.

    Purpose of the Study:

    • To determine if supervisors and supervisees can discern differences in supervisory styles.
    • To investigate the relationship between experience levels and the observed differences in supervisory styles.
    • To examine how speech-language pathology supervisors, graduate clinicians, and undergraduates rate direct, indirect, and combined supervisory behaviors.

    Related Experiment Videos

    Main Methods:

    • Utilized a modified version of Smith's Individual Supervisory Conference Rating Scale.
    • Employed counterbalanced conditions where participants viewed videotaped supervisory conferences.
    • Collected ratings on direct and indirect supervisory behaviors from 90 participants (30 supervisors, 30 graduate students, 30 undergraduates) across six universities.

    Main Results:

    • Factor analysis confirmed the reliable assessment of direct and indirect behaviors using 14 of 18 rating scale items.
    • ANOVA revealed that all participants, irrespective of experience, perceived differences among direct, indirect, and direct/indirect supervisory conferences.
    • Tukey tests indicated that direct conference observations significantly influenced the main effect of conference style (75% of the time).

    Conclusions:

    • Speech-language pathology trainees and supervisors can reliably differentiate between various supervisory styles.
    • The ability to perceive differences in supervisory styles is independent of the observer's experience level.
    • Direct supervisory behaviors appear to be the most salient factor influencing the perception of supervisory conference styles.