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|Title:||Supervisors Use of Direct/indirect Verbal Conference Style and Alteration of Clinician Behavior|
|Author(s):||Nilsen, Jill Fulton|
|Department / Program:||Speech and Hearing Science|
|Discipline:||Speech and Hearing Science|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Health Sciences, Speech Pathology|
|Abstract:||The purpose of the present investigation was to observe the verbal behaviors used by speech-language pathology supervisors in the conference setting and the subsequent alteration of clinician behavior in the therapy session. A naturalistic observation methodology was used to observe college/university supervisors conferencing with student clinicians. Ten supervisors and 31 students served as subjects.
During each of 31 observed conferences, the supervisor identified specific behaviors for the clinician to alter in the subsequent therapy session. All conferences were audiotaped and analyzed with the Blumberg Interaction Analysis System to determine the percentage of directive/indirective statements used by the supervisor. The student clinican rated his/her perception of the supervisor's verbal conference style. The student's perceptions of supervisory style were compared to the results of the Blumberg analysis. The clinician/client therapy session immediately prior and immediately following the conference were also observed and audiotaped. The taped clinical sessions were analyzed to determine if the clinician altered the behaviors specified by the supervisor in the conference.
The results of the observations revealed that student clinicians altered a high percentage of specified behaviors in the therapy sessions following primarily directive conferences. Supervisors used indirective verbal behaviors when student behavioral change was not a conference goal. Results also revealed: (a) students altered a higher percentage of behavior following directive/indirective conferences than directive conferences, but this finding did not prove to be statistically significant; (b) students perceived supervisors as using indirective behaviors during primarily directive conferences; (c) students altered a higher percentage of behavior when conferences were regularly scheduled for 21-25 minutes on the day of the observation, and when written evaluation in the form of a checklist was presented to the student at the time of the conference.
Future research seems to warrant the following concerns: (a) longitudinal study of student behavior change and development of student independence following exposure to directive, indirective, and directive/indirective verbal conference styles; (b) effect of the verbal and nonverbal message, transmitted by the supervisor, on student perception of supervisor behavior; (c) continued investigation of other supervisory behaviors and their subsequent impact on student behavior.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983.
|Date Available in IDEALS:||2014-12-16|
This item appears in the following Collection(s)
Dissertations and Theses - Speech and Hearing Science
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois