The College of Education, Health and
Human Sciences
Announces the Final Examination of
Jeffrey (Brian) Smith
for the degree of
Doctor of Education
June 18th, 2014 at 2:30 p.m.
Ball Hall, University of Memphis
Memphis, TN
Biographical Sketch
Master of Science, Behavior Analysis and Therapy, Southern Illinois University at Carbondale
Bachelor of Liberal Arts, Psychology, Southern Illinois University at Carbondale
Associate of Science, Wabash Valley College
Advisory Committee
Laura Casey, Ph.D., Associate Professor, Instruction and Curriculum Leadership, Committee chair
Mark Conley, Ph.D., Professor, Instruction and Curriculum Leadership
James Meindl, Ph.D., Assistant Professor, Instruction and Curriculum Leadership
Neal Miller, Ph.D., Assistant Professor, Instruction and Curriculum Leadership
Major Field of Study
Instruction and Curriculum Leadership specializing in Special Education
Period of Preparation: 2010 – 2014
Comprehensive Examination Passed: April 2013
Evaluating the use of Video Observations With
Behavioral Clinical Supervision
Abstract
The current study evaluated three methods by which clinical feedback may be delivered to practicum students and their effect on various aspects of supervision. Specifically, participants were asked to deliver feedback simultaneously to a student while watching them practice behavioral activities with a client via video, viewing a video of a student and waiting a duration of time before providing supervision, and to offer feedback when no video was observed of the student engaging in practicum activities. Measures were developed to help assess the quality of supervision delivered within these three conditions and included: (a) the duration of time it took for feedback to be provided, (b) identifying and addressing erroneous student practices, (c) the number of principles, concepts, and practices discussed, (d) and whether participants followed through with what may be considered important components to providing effective supervision. Results indicated that a statistically significant difference between means existed for the dependent measures of duration, components to supervision, and the number of task items addressed. Participants spent a mean of 3184 seconds providing supervision to the student during the condition involving simultaneous feedback, which was longer than the other two conditions combined. Likewise, participants also performed better in the real time video condition in terms of addressing task list items (M = 12) and including key components of supervision (M = 3.5). However, participants identified and discussed more behavioral misuses (M = 4.9) during the no video condition.