Building Better Teams: Impact of Education And Coaching Intervention on Interprofessional Collaboration Between Teachers and Occupational Therapists in Schools

Friedman, Zahava L.; Hubbard, Kurt; Seruya, Francine M.

doi:10.1080/19411243.2022.2037492

Cited by 9 publications

(13 citation statements)

References 95 publications

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“…Thus, it is validating to have learned that these processes had already been named as principles of P4C, providing further evidence in support of the model. Even more exciting is that new research is emerging to demonstrate that when in-service occupational therapists and educators engage in joint professional development about collaboration, their self-perceived knowledge and skills are enhanced and behaviors indicative of richer interprofessional collaboration are observed ( 30 ). Thus, future research can explore not only what principles are central to P4C, but also how to ensure they are actualized in practice.…”

Section: Discussionmentioning

confidence: 99%

Partnering for Change: collaborating to transform occupational therapy services that support inclusive education

Campbell,

Missiuna,

Dix

et al. 2023

Front. Public Health

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The United Nations champions inclusive education as a moral obligation, requiring equitable learning environments that meet all individuals’ diverse learning needs and abilities, including children and youth. Yet the practice of inclusive education is variable and implementation challenges persist. A participatory action research framework was used to develop a solution, Partnering for Change (P4C), which is a tiered service delivery model that bridges health and education by re-envisioning occupational therapy services and transforming the role of the occupational therapist from a service provider for individual children to a collaborative partner supporting the whole school community. This perspective article will describe the P4C model and its evolution, and will outline how it has been implemented in Canadian and international contexts to facilitate children’s inclusion and participation in educational settings.

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Section: Discussionmentioning

confidence: 99%

Partnering for Change: collaborating to transform occupational therapy services that support inclusive education

Campbell,

Missiuna,

Dix

et al. 2023

Front. Public Health

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show abstract

“…Despite the variety of definitions, commonalities were evident relating to the voluntary nature of the relationship, the interaction between, and parity of, the parties involved, and the shared responsibility and accountability for the development and implementation of goals. In addition, three studies (Friedman et al, 2022;Rens & Joosten, 2014;Suc et al, 2017) Abbreviations: AHPs, allied health professionals (including OTs and SLTs); CA, content analysis; GT, grounded theory; IA, iterative analysis; M, mixed methods; OT, occupational therapist; Other, other allied health professional (excluding OTs and SLTs), students, and parents; Q, quantitative; q, qualitative; SA, statistical analysis; SCA, statistical and content analysis; SLT, speech and language therapist; SpEd Teacher, special education teacher; STA, statistical and thematic analysis; TA, thematic analysis.…”

Section: Definition: What Is Collaboration?mentioning

confidence: 99%

“…Although the ICCAS instrument used by Friedman et al (2022) was based on a theoretical framework, it was developed for interprofessional education initiatives in health care and would therefore benefit from validation by teachers and health professionals in an educational context. Ianni et al (2022) note that instruments employed to measure interprofessional collaboration should reflect the school context and the backgrounds of the professionals completing the tool.…”

Section: Measurement Of Collaborationmentioning

confidence: 99%

“…As a dominant focus of the included studies was the challenge to collaborative practice (Wintle et al, 2017), it may be time to switch focus from recurrent identification of challenges to the evaluation of potentially effective strategies to overcome the challenges. Friedman et al (2022) study evaluating the effectiveness of educatortherapist dyad coaching demonstrated the positive impact of such a strategy on collaborative practice. Wintle et al (2017) categorised the challenges to collaborative practice into three separate domains: personal, professional, and environmental; however, there are clear connections within and across these groups.…”

Section: Facilitators Of and Barriers To Collaborative Practicementioning

confidence: 99%

“…The literature offers varied definitions of collaboration, resulting in ambiguity and inconsistency between professions (Kennedy & Stewart, 2011). Within the fields of health and education, collaboration has been defined in terms of a style of interaction (Friend & Cook, 2000), an interactive or problem‐solving process (Barnes & Turner, 2001; Rainforth et al, 1992), as well as along the lines of cooperation for shared aims (Friedman et al, 2022. This lack of a universally accepted and clear definition has resulted in the use of erroneous terms to label the practice of collaboration (e.g., consultation and cooperation), which in turn exacerbates confusion (Ianni et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Teacher–therapist collaboration in inclusive primary schools: A scoping review

Jeremy,

Spandagou,

Hinitt

2024

Aus Occup Therapy J

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IntroductionInclusive school environments require collaboration between teachers and allied health professionals to promote student access and participation. Collaboration is a complex phenomenon with no universally accepted definition or measurement and with many challenges to effective practice. The purpose of this scoping review is to describe what is known about interprofessional collaboration between teachers and therapists in inclusive primary schools.MethodsA scoping review of health and education literature was conducted using the Joanna Briggs Institute methodology. Peer‐reviewed articles reporting on empirical studies with a focus on collaboration between teachers and school‐based occupational therapists or speech and language therapists in inclusive primary schools were included.ResultsResults summarise how collaboration is reported in the literature. Numerical and descriptive summaries describe how collaboration is defined and measured, the challenges to collaborative practice, the structures required to support effective practice, and the outcomes of such practice.ConclusionDefinitions vary between studies and disciplines but contain common elements. For effective practice, the purpose of the collaboration must be clear, and the intended outcomes of the collaboration are measured. Measurement of collaboration requires further research using tools developed from robust theoretical frameworks and validated within the educational context and with professionals of different disciplines. Consistent measurement tools would allow cross‐study comparisons. Barriers to collaborative practice are well documented; thus, future research should be directed to examining effective practice, investigating how professionals circumvent obstacles.

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From individual to inclusive: exploring the spectrum of service delivery models in occupational therapist—teacher collaborations

Jeremy,

Spandagou,

Hinitt

2024

Aust. Educ. Res.

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Collaborative practice between teachers and occupational therapists is promoted as best-practice to support the inclusion of students with disabilities in mainstream classrooms. However, interprofessional practice across the disciplines of education and health is complicated, and success is mediated by personal, professional, and system factors. This qualitative ethnographic study used shadowing, contextual conversations, and interviews to explore collaboration between teachers (n = 11) and occupational therapists (n = 10) in mainstream primary schools (n = 10) in three Australian states to better understand how context impacts practice. Findings reveal that collaborative practice is influenced both by the model of occupational therapy service delivery employed as well as professional differences between teachers and therapists. A move from itinerant to embedded models of service delivery may support collaboration and help bridge differences between professionals through improved communication and mutual professional development.

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Building Better Teams: Impact of Education And Coaching Intervention on Interprofessional Collaboration Between Teachers and Occupational Therapists in Schools

Cited by 9 publications

References 95 publications

Partnering for Change: collaborating to transform occupational therapy services that support inclusive education

Partnering for Change: collaborating to transform occupational therapy services that support inclusive education

Teacher–therapist collaboration in inclusive primary schools: A scoping review

From individual to inclusive: exploring the spectrum of service delivery models in occupational therapist—teacher collaborations

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