The Trifocus Framework and Interprofessional Collaborative Practice in Severe Disabilities

PurposeIndividuals with severe disabilities are a diverse group of learners with complex communication needs. This article presents a synthesis of the literature addressing the five strategies of the trifocus framework, with its triadic structure of learner with disability, communication partner, and environment. The application of interprofessional collaborative practice (IPCP) to the implementation of trifocus framework communication strategies is emphasized.MethodA literature search was conducted using Google Scholar and EBSCO to identify literature and research studies on IPCP and communication intervention for learners with severe disabilities, published 1994–2015, and then organized within the trifocus framework. The trifocus strategies are enhancing sensitivity, utilizing routines, increasing communication opportunities, modifying the communication environment, and augmenting input. Studies that included at least one participant with severe disabilities and their communication partners were considered. A secondary search was then conducted by reviewing the articles referenced in the original articles.ConclusionEffective IPCP in communication intervention considers the learner's characteristics, the knowledge and skills required of communication partners, and effective environmental arrangements to support communication. Future research should include clear participant descriptions, documentation of fidelity measures, and evidence of generalization to support professionals to know when findings are relevant to the individuals they serve.

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Teaching Partners to Support Communication for Adults with Acquired Communication Impairment

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac22.1.4 ◽

2013 ◽

Vol 22 (1) ◽

pp. 4-15 ◽

Cited By ~ 3

Author(s):

Laura J. Ball ◽

Joanne Lasker

Keyword(s):

Practice Patterns ◽

Communicative Competence ◽

Communication Disorders ◽

Communication Impairment ◽

Communication Partner ◽

Communication Partners ◽

Selection For ◽

Communication Needs ◽

End Of Life Communication ◽

Lateral Sclerosis

Abstract For adults with acquired communication impairment, particularly those who have communication disorders associated with stroke or neurodegenerative disease, communication partners play an important role in establishing and maintaining communicative competence. In this paper, we assemble some evidence on this topic and integrate it with current preferred practice patterns (American Speech-Language-Hearing Association, 2004). Our goals are to help speech-language pathologists (SLPs) identify and describe partner-based communication strategies for adults with acquired impairment, implement evidence-based approaches for teaching strategies to communication partners, and employ a Personnel Framework (Binger et al., 2012) to clarify partners? roles in acquiring and supporting communication tools for individuals with acquired impairments. We offer specific guidance about AAC techniques and message selection for communication partners involved with chronic, degenerative, and end of life communication. We discuss research and provide examples of communication partner supports for person(s) with aphasia and person(s) with amyotrophic lateral sclerosis who have complex communication needs.

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Impact of Interprofessional Primary Care Practice on Patient Outcomes: A Scoping Review

SAGE Open ◽

10.1177/2158244020935899 ◽

2020 ◽

Vol 10 (2) ◽

pp. 215824402093589

Author(s):

Livia R. M. McCutcheon ◽

Stuart T. Haines ◽

Ruta Valaitis ◽

Deborah A. Sturpe ◽

Grant Russell ◽

...

Keyword(s):

Primary Care ◽

Patient Outcomes ◽

Primary Care Practice ◽

Collaborative Practice ◽

Economic Outcomes ◽

Future Research ◽

Care Practice ◽

Interprofessional Collaborative Practice ◽

Primary Care Settings ◽

The Impact

Systematic reviews have provided some insight into the impact of interprofessional collaborative practice on patient outcomes. Despite strong interest in interprofessional collaborative practice, relatively little is known about its impact in primary care settings. This scoping literature review describes the essential elements of an interprofessional primary care practice and explores what is known about its impact on patient care including clinical, humanistic, and economic outcomes. We completed a review of the literature examining the breadth of knowledge related to interprofessional collaborative practice in primary care settings. A search was conducted to identify studies based on predefined criteria. A total of 51 studies met the criteria. A total of 27 studies reported a significantly positive clinical outcome with the interprofessional collaborative practice model, 27 studies reported no difference, and one study reported negative outcome in mortality. A total of 15 studies reported a significantly positive humanistic outcome. There was little to no difference in economic outcomes. This study provides new insights for future research that examines the impact of interprofessional primary care practice.

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Cotreatment as a Vehicle for Interprofessional Collaborative Practice: Physical Therapists and Speech-Language Pathologists Collaborating in the Care of Children With Severe Disabilities

American Journal of Speech-Language Pathology ◽

10.1044/2017_ajslp-15-0179 ◽

2017 ◽

Vol 26 (2) ◽

pp. 206-216 ◽

Cited By ~ 5

Author(s):

Lorraine Sylvester ◽

Billy T. Ogletree ◽

Karen Lunnen

Keyword(s):

Physical Therapy ◽

Physical Therapists ◽

Severe Disabilities ◽

Collaborative Practice ◽

International Classification Of Functioning ◽

Speech Language Pathology ◽

Speech Language Pathologists ◽

Interprofessional Collaborative Practice ◽

Language Pathology ◽

Accepted Practice

PurposeThis article defines interprofessional collaborative practice and links its key features with accepted practice conceptualizations of physical therapy. Cotreatment with speech-language pathology is described as a vehicle for interprofessional collaborative practice for children with severe disabilities.MethodThe article reviews the International Classification of Functioning, Disability, and Health (WHO, 2015) and the Hypothesis-Oriented Algorithm for Clinicians II (Rothstein, Echternach, & Riddle, 2003) as existing service-delivery frameworks in physical therapy and discusses how interprofessional collaborative practice between speech-language pathologists and physical therapists can be useful within these practice guidelines.ResultsA case illustration featuring interprofessional collaborative practice during cotreatment for a child with severe disabilities through physical therapy and speech-language pathology showed more seamless care and better progress in the pursuit of three main goals: physical movement, communication of needs, and participation in classroom activities.ConclusionsInterprofessional collaborative practice is supported as a recommended practice methodology for physical therapists and speech-language pathologists serving persons with severe disabilities.

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New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions

Augmentative and Alternative Communication ◽

10.1080/07434618.2018.1557251 ◽

2019 ◽

Vol 35 (1) ◽

pp. 26-41 ◽

Cited By ~ 23

Author(s):

Janice Light ◽

David McNaughton ◽

Jessica Caron

Keyword(s):

Future Research ◽

Research Directions ◽

Complex Communication Needs ◽

Communication Partners ◽

Future Research Directions ◽

Communication Needs ◽

State Of The Science

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Addressing the Communication and Other Needs of Persons With Severe Disabilities Through Engaged Interprofessional Teams: Introduction to a Clinical Forum

American Journal of Speech-Language Pathology ◽

10.1044/2017_ajslp-15-0064 ◽

2017 ◽

Vol 26 (2) ◽

pp. 157-161 ◽

Cited By ~ 7

Author(s):

Billy T. Ogletree

Keyword(s):

Service Delivery ◽

Effective Communication ◽

Severe Disabilities ◽

Collaborative Practice ◽

Speech Language Pathologists ◽

Team Members ◽

Interprofessional Teams ◽

Interprofessional Collaborative Practice ◽

Clinical Methodology

Purpose Interprofessional collaborative practice (IPCP) is introduced as a viable and preferred clinical methodology for speech-language pathologists and others serving persons with severe disabilities. Contributions to this clinical forum dedicated to IPCP and severe disabilities are described. Method This clinical focus article introduces IPCP and reviews literature specific to its origins and effectiveness, defines severe disabilities, and proposes IPCP as a vital tenet in effective communication-related and other service delivery for this population. Conclusion IPCP is supported as a recommended practice methodology for speech-language pathologists and other team members providing services to persons with severe disabilities.

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Mary's Case: An Illustration of Interprofessional Collaborative Practice for a Child With Severe Disabilities

American Journal of Speech-Language Pathology ◽

10.1044/2017_ajslp-15-0065 ◽

2017 ◽

Vol 26 (2) ◽

pp. 217-226 ◽

Cited By ~ 1

Author(s):

Billy T. Ogletree ◽

Nancy Brady ◽

Susan Bruce ◽

Evan Dean ◽

MaryAnn Romski ◽

...

Keyword(s):

Early Childhood ◽

Physical Therapy ◽

Service Delivery ◽

Young Adulthood ◽

Severe Disabilities ◽

Collaborative Practice ◽

Clinical Services ◽

Speech Language Pathology ◽

Interprofessional Collaborative Practice ◽

Language Pathology

PurposeThe principles of interprofessional collaborative practice (IPCP) are illustrated through the case of Mary, a child with severe disabilities.MethodMary's experiences from early childhood to young adulthood are highlighted by both optimal and less-than-ideal examples of clinical services and collaborative practice. The range of collaboration illustrates potential variations in service delivery. Thematic comments and resources are provided by professionals experienced with and committed to IPCP who represent the following four disciplines: occupational therapy, physical therapy, special education, and speech-language pathology.ConclusionsAlthough potentially challenging, IPCP is a dynamic practice methodology appropriate for speech-language pathologists and others serving persons with severe disabilities.

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Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students With Severe Disabilities

American Journal of Speech-Language Pathology ◽

10.1044/2017_ajslp-15-0067 ◽

2017 ◽

Vol 26 (2) ◽

pp. 193-205 ◽

Cited By ~ 2

Author(s):

Karen A. Erickson

Keyword(s):

Literacy Instruction ◽

Critical Role ◽

Severe Disabilities ◽

Literacy Acquisition ◽

Collaborative Practice ◽

Career Readiness ◽

Team Members ◽

Interprofessional Collaborative Practice ◽

Comprehensive Literacy ◽

Students With Severe Disabilities

PurposeThe purpose of this clinical focus article is to briefly describe comprehensive emergent and conventional literacy instruction for students with severe disabilities. Specific attention is given to interprofessional collaborative practice and the roles of team members in planning and delivering instruction.MethodA rationale for the delivery of comprehensive instruction that balances skill and meaning emphases is provided with reference to new college and career readiness standards, the literature on literacy acquisition for students without disabilities, and, when possible, the literature on literacy acquisition for students with severe disabilities. Specific instructional approaches are presented to demonstrate how teams can actively engage students with severe disabilities in instruction that is collaborative, participatory, and interactive.Results/ConclusionsSuccessful provision of comprehensive literacy instruction that allows students with severe disabilities to achieve conventional literacy takes time and the efforts of a collaborative interprofessional team. Speech-language pathologists play a critical role on these teams as they ensure that students with severe disabilities have the language and communication supports they need to be successful.

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Yutesler_Faroqi-Shah

10.31234/osf.io/rp96e ◽

2021 ◽

Author(s):

Allison Yutesler ◽

Yasmeen Faroqi-Shah

Keyword(s):

Future Research ◽

Training Workshop ◽

Conversational Analysis ◽

Communication Behaviors ◽

Positive Attitudes ◽

Communication Partner ◽

Patterns Of Communication ◽

Communication Partners ◽

Before And After ◽

Communication Partner Training

Background: Communication partners (CP) of persons with aphasia (PWA), such as their family members and significant others, need to adjust their communication patterns to accommodate the challenges of aphasia. They may choose to simplify their language or use more gestures to accommodate the language deficits of the PWA. Other behaviors, such as interruptions, corrections or showing frustration, could be deleterious to effective communication. Knowledge of communication behaviors of CPs and their attitudes towards communication is important for intervention planning. Prior research has shown that CP behaviors can be modified with intensive (7 hours or more) of communication partner training (CPT).Aims: The first aim of this study was to investigate patterns of communication behaviors exhibited by CPs of PWA. The second aim was to examine CPs attitudes towards communicating with PWA. Finally, this study examined the effect of a half-day training workshop on CP communication behaviors. Methods & Procedures: Eleven CP-PWA dyads participated in a training workshop that focused on identification and practice of facilitating, barrier and repair behaviors. A Caregiver Attitude Survey was administered. Ten minute semi-structured conversations between the CP and PWA recorded before and after the workshop. The conversations were analyzed for specific behaviors using conversation analytic approaches and compared from pre- to post- training.Outcomes & Results: Facilitating behaviors, such as head nodding and asking yes/no questions, were more frequent than barrier or repair behaviors in this group of participants. CPs expressed positive attitudes about communicating with PWA, although CP attitude ratings were not correlated with types of behaviors. Facilitative and repair behaviors increased and barriers decreased following communication partner training, especially for dyads in which the PWA’s aphasia severity was more than minimal. The behavioral change was not correlated with CP’s attitude ratings about communication. Conclusions: Conversation behaviors and attitudes were faciliatory and positive in this cohort of CPs, who self-enrolled in the communication partner training. A half-day training workshop has the potential for positively affecting communication behaviors in communication partners, especially when the aphasia severity is more than minimal. This study provides detailed conversational analysis procedures for future research and clinical application.

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