Teaching clinic conference participant interaction.

The purpose of this study was to analyze the talk behaviors that occur during teaching clinic supervisory conferences. Two matched groups of five clinicians participated in teaching clinic supervision for 4 wk. Two supervisors alternately supervised both groups. The teaching clinic conferences were videotaped at the end of the second and fourth week. Segments of the conferences were coded using the Multidimensional Observational System for the Analysis of Interactions in Clinical Supervision (MOSAICS). Supervisors, peers, and clinicians did not differ statistically in quantity or in categories of talk during conferences. The teaching clinics appeared to have characteristics of both direct and indirect conferencing. Teaching clinic supervision appeared to foster the development of selfsupervisory behaviors in student speech--language pathologists as reflected by their active conference participation, problem-solving, and strategy development. Participants, in general, expressed satisfaction with the process and its outcomes.