Interaction Analysis and Self-Study

Abstract

This article introduces supervisors and supervisees to interaction analysis and self-study in the supervisory process in speech-language pathology and audiology. Four interaction analysis systems served as the basis of a descriptive self-study in which 10 consecutive, individual supervisory conferences were transcribed, coded, and analyzed. Results are reviewed for the purposes of profiling a supervisor’s and supervisee’s conference behavior, monitoring changes in specific supervisory objectives, critiquing the instruments utilized, and demonstrating the importance of self-study. Collecting, analyzing, and sharing objective data are emphasized as components of self-study and as a foundation for understanding the supervisory process and for facilitating professional growth in school-based and other professional settings.