A comparison of the effects of two supervisory styles, conventional and teaching clinic, in the training of speech and language pathologists.

This study compared the teaching clinic, a group form of supervision, to the conventional one-to-one method of supervision. The purpose was to determine if the conventional or teaching clinic method was more conducive to the development of self-supervisory behaviors in student speech pathologists as measured by the talk behaviors that occurred during the supervisory conference. Two matched groups of five clinicians participated in conventional supervision for 4 wk and in teaching-clinic supervision for 4 wk. Two supervisors alternately supervised both groups. The supervisory conferences were videotaped at 2-wk intervals. Segments of the conferences were coded using the Calutta/Seltzer supervisory observation system. The results indicated that the conventional and teaching clinic methods of supervision are viable supervisory methodologies which cannot be differentiated on the basis of talk behaviors occurring during the supervisory conference. Self-supervisory talk behaviors were generated with both methods.