Building Collaborative Capacity in Early Intervention Preservice Providers Through Interprofessional Education

Abstract

Purpose: Interprofessional practice within early intervention is underscored by policy, research, and recommended practices. The purpose of this study was to explore the impact of a brief interprofessional training on preservice speech-language pathology, early intervention/early childhood special education, physical therapy, and occupational therapy students' knowledge, beliefs, and attitudes about teaming and collaboration. Students' satisfaction with and perspectives of the training were also examined. Method: A one-group, pretest–posttest design was used to examine differences in 36 students' knowledge, attitudes, and beliefs around interprofessional practice after the training. Descriptive approaches were used to analyze student satisfaction data and focus group data in order to evaluate student perceptions of the interprofessional training. Results: A paired–samples t test showed preservice students demonstrated increased scores in self-perceived ability, value, and comfort in working with others after the training institute. Descriptive analyses illustrated students gained a richer knowledge and appreciation for other disciplines and perceived the practice of interprofessional collaboration as a valuable learning experience. Conclusion: The interprofessional training procedures, evaluation of impacts, and future directions are discussed.

Child Communication Research and Practice: Collaborative Roles for Behavior Analysts and Speech-Language Pathologists

“…Purposeful collaboration follows: professionals continue assessment, instruction, review data, and modify procedures. The Individuals with Disabilities Education Act (2004) mandates this, elaborated by multiple professionals and scholars (e.g., Bruder et al, 2019; Lieberman-Betz et al, 2019). We fully recognize and build on these works and narrow our focus to a cross-section of the larger educational field.…”