Standards for Interprofessional Collaboration in the Treatment of Individuals With Autism

Bowman, Kristin; Suarez, Victoria D.; Weiss, Mary Jane

doi:10.1007/s40617-021-00560-0

Cited by 42 publications

(33 citation statements)

References 37 publications

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“…Service providers should actively follow up with families who have experienced abrupt service cancellation, discuss the child’s continued needs, and collaborate with families and schools to develop a culturally relevant plan for continued support. Providers should also engage in transdisciplinary, interprofessional collaborations in which providers from different disciplines and families develop unified treatment plans that support the needs of the child and the educational goals of the family (Bowman et al, 2021 ).…”

Section: Implications Limitations and Conclusionmentioning

confidence: 99%

ASD Diagnosis and Treatment Experiences Among Mexican Heritage Families

Cohen

Miguel

Trejos

2022

J Autism Dev Disord

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To understand the ASD diagnosis and treatment pathways for US families, N = 38 Mexican-heritage mothers were interviewed about how and when they obtained an ASD diagnosis for their children. Most children (84%) were diagnosed between two and three years old. One-third of mothers reported receiving four to seven referrals before diagnosis. Mothers identified multiple diagnosis circumstances including two diagnoses and services offered before diagnosis. A multiple case study design documented the diagnosis and treatment experiences of four representative participants. As compared to previous studies that utilized a deficit lens to rationalize barriers to diagnosis and treatment (e.g., parents not knowledgeable about ASD), these findings revealed a complex understanding of how structural barriers (e.g., immigration status), initial diagnosis rejection among caregivers, and abrupt service cancellation complicated the diagnosis and treatment process. Implications identified suggestions to optimize and streamline ASD diagnosis and treatment pathways for Mexican heritage families.

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Section: Implications Limitations and Conclusionmentioning

confidence: 99%

ASD Diagnosis and Treatment Experiences Among Mexican Heritage Families

Cohen

Miguel

Trejos

2022

J Autism Dev Disord

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“…Competencies [3,4], attitudes and trust [5] that extend beyond a professional's disciplinary boundaries are crucial for such collaboration. However, several barriers prevent collaboration among professionals from different disciplines, often being linked to communication failures [2,6] and alienation of other professionals' expertise [5]. In this context, the role of academic education has been increasingly treated as essential in preparing students for interprofessional work life [6,7].…”

Section: Introductionmentioning

confidence: 99%

“…However, several barriers prevent collaboration among professionals from different disciplines, often being linked to communication failures [2,6] and alienation of other professionals' expertise [5]. In this context, the role of academic education has been increasingly treated as essential in preparing students for interprofessional work life [6,7]. Strategies in higher education have begun to emphasise the need to integrate this aspect in the curricula.…”

Section: Introductionmentioning

confidence: 99%

“…5 In this context, the role of academic education has been increasingly treated as essential in preparing students for interprofessional work life. 6,7 Strategies in higher education have begun to emphasise the need to integrate this aspect into the curricula. However, relevant courses vary globally in frequency, duration and activities, 8 resulting in students being unequally prepared for interprofessionalism in different fields.…”

Section: Introductionmentioning

confidence: 99%

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Preparing students for interprofessional collaboration in services for children with special needs in Finland: A document analysis

Kallio

Salminen

Tuominen

2023

International Journal of Care Coordination

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Introduction Multiple types of support and expertise are needed for the benefit of children with special needs, with the collaboration between psychologists, social workers and special education teachers playing a key role. Here, we studied the extent of their academic training in interprofessional collaboration. Methods A document analysis of 24 curricula with 1699 courses from eight Finnish universities was applied. The courses focused on interprofessional collaboration were selected for the analysis. The course information was analysed with descriptive statistical methods, content analysis and qualitative quantification. Results A total of 38 courses focused on interprofessional collaboration. The courses were often mandatory; however, in psychology, they were often optional. The content of the courses included the basis of interprofessional collaboration, collaboration skills, and service systems and network familiarity. Two courses were common for the social work, psychology and special education programmes. Various learning methods were used, with five courses being based on independent online self-study. Discussion Considering the need for studies focusing on interprofessional collaboration, it was contradictory that these were largely maintained within one discipline and some were realised as independent self-studies. The variability of the curricula may reflect on students’ professional skills. For the collaboration of professionals working with children with special needs, it is also needed to deepen familiarity with cross-sectional services and the school system.

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“…Ademais, tem havido interesse por profissionais das variadas formações acadêmicas para além da psicologia, especialmente da fonoaudiologia, terapia ocupacional e pedagogia, podendo compor a equipe de atendimento terapêutico ABA ao TEA, seja ela em Página 299 configuração multi ou interdisciplinar (BENITEZ et al, 2020;(BOWMAN et al, 2021;LAFRANCE et al, 2019). No Brasil tem havido ainda a incorporação de profissionais de educação física nestas equipes terapêuticas e que adotando os princípios e procedimentos ABA como abordagem comum, seguindo diretrizes descritas por Baer, Wolf e Risley (1968), teríamos a configuração, então, de equipes inter e transdisciplinares (CHEREGUINI et al, 2020).…”

Section: Introductionunclassified