A multivariate analysis of clinicians' perceptions of supervisory effectiveness.

The study was designed to identify and structure supervisory behaviors that speech clinicians perceive as critical to the process of supervision. A total of 164 student clinicians in 37 Midwestern clinical facilities evaluated the behavior of 87 clinical supervisors. Factor analysis yielded two distinct dimensions, interpersonal and administrative factors, and indicated that eight variables contributed most significantly to the evaluative process. When the variables were regressed against the supervisors' overall effectiveness ratings, a three-variable prediction system resulted. "Respect for the student clinician" was the single most valid predictor of perceived supervisory effectiveness, followed by "confrontation" and "empathy" variables. Implications for training supervisors in interactive skills are discussed, along with recommendations for future research.

Dimensions of therapeutic behavior.

This study was designed to identify and structure the most significant behaviors of clinicians and clients engaged in speech and language therapy. A total of 428 clinical supervisors in 114 university training programs evaluated the therapeutic behavior of 480 clinician-client dyads. Results of a factor analysis of the clinicians' behavior yielded three distinct dimensions: "interpersonal relationship," "technical skill," and "target behavior" factors. A factor analysis of the clients' behavior resulted in two dimensions: "rapport" and "therapy feedback" factors. Based on these findings, the structure of therapeutic behavior is discussed along with implications for future clinical training and research strategies.

A study of clients' perceptions of therapeutic effectiveness.

A factor-analytic investigation was conducted to determine how adult communication-disordered clients perceive variables that speech-language pathologists feel are important to effective management. One hundred sixty-two subjects representing a relatively balanced distribution of sex, age, and disorder group responded to the study from private, hospital, and university speech clinics. The results indicated that clinician demographic characteristics contribute least to clients' perceptions of therapeutic effectiveness while technical and interpersonal skills are the more essential ingredients of clinical management. Similarities between clients', clinicians', and supervisors' perceptions are considered and implications are discussed.

Certain select variables as predictors of goal achievement in speech therapy.

A previous factor-analytic investigation indicated that 18 variables, structured within interpersonal and technical skill dimensions, contribute most significantly to supervisor's evaluations of student clinicians engaged in speech therapy. The present study was designed to extend that investigation by determining the relative contribution of the variables to the clinicians' accomplishment of the goals of the therapy session. Using the previously collected data, 17 of the resultant variables were regressed in stepwise fashion against the clinicians' accomplishment of the session's goals. The regression solution yielded a three-variable prediction system, which accounted for approximately two-thirds of the criterion variance. All three variables were related to clinicians' technical skills. The "schedule of reinforcement" variable was the single most valid predictor and accounted for half of the criterion variance. The other two technical skill variables were "implements carryover procedures in therapy" and "changes therapeutic procedure to meet client needs." Implications for inclusion of these variables in interactive and microtherapy methodologies of clinical training are discussed.

A factor-analytic study of criteria for evaluating student clinicians in speech pathology.

This study was designed to determine the most significant criteria used in university training programs to evaluate the therapeutic effectiveness of student clinicians enrolled in clinical practicum. A total of 152 supervisors in 53 ASHA accredited training programs used 40 criteria to evaluate 207 clinicians engaged in speech and language therapy. Factor analysis yielded two distinct dimensions, Technical Skills and Interpersonal Relationship Factors, and indicated that 18 variables contributed most significantly to the evaluative process. Student clinicians were consistently rated higher on variables related to the interpersonal dimension than on those related to technical skills. The identification and structure of the 18 variables suggests that both technical and interpersonal skills are widely regarded as essential to therapeutic effectiveness. The results provide insight into the nature of clinical evaluation and behavior and suggest a restructuring of criteria for evaluating the process of therapeutic treatment.