Improving Outcomes for Children With Developmental Disabilities Through Enhanced Communication and Collaboration Between School Psychologists and Physicians

Abstract

A renewed call for enhanced communication and collaboration between school psychology and medicine is envisioned, in light of a transdisciplinary model, where school psychologists, family physicians, and other health professionals transcend disciplinary boundaries. Recommendations for optimal communication and collaboration are described, as well as challenges inherent in such an endeavor. School psychologist-physician collaboration has the potential to result in significant improvements in outcomes for families and children with developmental disabilities. A case illustration highlights the major points mirrored in the discussion, and conclusions are drawn regarding necessary components for meaningful change to occur. RésuméUne hausse de communication et de collaboration entre la psychologie scolaire et la médecine est envisagée en vue d'un modèle transdisciplinaire. Ce modèle a pour but d'assembler des psychologues scolaires, des médecins de famille et autres professionnels de la santé et de dépasser les limites de leurs disciplines. Les défis reliés à une telle collaboration ainsi que des recommandations pour améliorer la communication entre professionnels sont décrits. Des collaborations entre psychologues scolaires et médecins ont le potentiel d'améliorer les issues des enfants et des familles atteints de troubles de développement. Une étude de cas est présentée qui reflète les conclusions majeures dans la discussion, de plus des conclusions sont tirées pour assurer un changement durable.

Identification of autism spectrum disorder and interprofessional collaboration between school and clinical settings

“…), and may help to establish school‐based intervention services for children 3 years and older (e.g., Individualized Education Program and appropriate accommodations). Interdisciplinary approaches that emphasize communication and collaboration between healthcare providers and school psychologists can improve outcomes for autistic children (Ritzema et al, 2014). School psychologists and clinical providers collaborating and synchronizing care for children with developmental delays are critically important to assure that autistic students have access to needed care across settings without extensive wait time for initiating services (Bell et al, 2010).…”

Coordinating Autism Care Across Schools and Medical Settings: Considerations for School Psychologists

“…Ritzema et al (2014) recommended that primary care clinicians and school psychologists function as a team, synchronizing their efforts by taking joint responsibility for the care of students with developmental disabilities. Although there are many school personnel who may play a role in care coordination (e.g., school nurse), school psychologists are positioned to facilitate care coordination because they receive training in (a) child development, developmental disabilities, psychological assessment, academic, behavioral, and mental health interventions; (b) consultation, data-based decision making; and (c) partnering with families and other disciplines and systems.…”

“…Many students with ASD experience co-occurring medical and mental health problems (Baio, 2014; Cubala-Kucharska, 2010; Salazar et al, 2015; Simonoff et al, 2008). Research suggests that outcomes for these students are enhanced when providers coordinate care across settings, including school personnel (e.g., school psychologists), primary care clinicians (e.g., pediatricians, family medicine physicians, and nurses), and community-based providers (e.g., behavior therapists, speech-language pathologists, psychologists, and psychiatrists; Ritzema et al, 2014). Although there are several potential school-based providers who may be positioned to facilitate this cross-setting care coordination, this article focuses on the role of school psychologists given the competencies that these providers possess pertaining to cognitive, academic, behavioral, and medical challenges that students with ASD face (McClain et al, 2019).…”

Developmental-behavioral pediatrics education in the United States: challenges in the midst of healthcare evolution

“…DBP educators can champion interdisciplinary practice with trainees by recognizing barriers to collaboration, such as time constraints, disagreement on diagnosis and treatment plans, different laws around information sharing, and engaging in advanced skill development to foster collaborative relationships. 33 It is important to engage parents and families for feedback in improving aspects of DBP care. Additionally, longitudinal curricular design for medical students 34 and increasing family participation in curriculum through innovations like flipped classroom designs are promising.…”