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

2017 ◽  
Vol 26 (2) ◽  
pp. 157-161 ◽  
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.

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

2017 ◽  
Vol 26 (2) ◽  
pp. 206-216 ◽  
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.

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

2017 ◽  
Vol 26 (2) ◽  
pp. 217-226 ◽  
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.

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

2017 ◽  
Vol 26 (2) ◽  
pp. 193-205 ◽  
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.

The Trifocus Framework and Interprofessional Collaborative Practice in Severe Disabilities

2017 ◽  
Vol 26 (2) ◽  
pp. 162-180 ◽  
Author(s):  
Susan M. Bruce ◽  
Susan M. Bashinski
Keyword(s):  
Severe Disabilities ◽  
Collaborative Practice ◽  
Communication Intervention ◽  
Future Research ◽  
Knowledge And Skills ◽  
Interprofessional Collaborative Practice ◽  
Communication Partner ◽  
Communication Partners ◽  
Communication Needs ◽  
Fidelity Measures

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.

A National Survey of Speech-Language Pathologists' Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation

2019 ◽  
Vol 50 (4) ◽  
pp. 639-655 ◽  
Author(s):  
Danika L. Pfeiffer ◽  
Stacey L. Pavelko ◽  
Debbie L. Hahs-Vaughn ◽  
Carol C. Dudding
Keyword(s):  
Special Education ◽  
Predictive Factors ◽  
Collaborative Practice ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Education Services ◽  
Interprofessional Collaborative Practice ◽  
School Based ◽  
Collaborative Learning Opportunities ◽  
The University

Purpose This study examined the models of collaboration used by school-based speech-language pathologists (SLPs) during the provision of special education services including factors predicting use of the interprofessional collaborative practice (IPP) model and barriers to collaboration. Method School-based SLPs responded to a survey on models of collaboration within their work setting. Anchored vignettes were created to determine their engagement in 3 different models (i.e., multidisciplinary, interdisciplinary, and interprofessional) used in the provision of special education services during evaluation and intervention. Predictive factors supporting and/or hindering the use of IPP were identified. Results Results demonstrated low percentages of school-based SLPs engaging in IPP during initial evaluations (8%), eligibility meetings (43%), and intervention sessions (14%). Three factors predicted use of IPP in schools: prior training in collaboration, years of experience, and educational setting. The most frequently cited barriers to SLPs' engagement in collaboration included time constraints/scheduling (48%), resistance from other professionals (23%), and lack of support from employers/administration (11%). Conclusions The results of the current study indicated that systemic change is needed at both the university and public school levels. At the university level, preprofessional students need collaborative learning opportunities that are integrated across programs and colleges. School-based SLPs and other education professionals could benefit from job-embedded learning focused on IPP to increase their knowledge and engagement in IPP and improve student outcomes. Supplemental Material https://doi.org/10.23641/asha.9340760

scholarly journals Whose Job Is It? Addressing the Overlap of Speech-Language Pathologists and Occupational Therapists When Caring for People With Dementia

2021 ◽  
pp. 1-4
Author(s):  
Jordan Meyer ◽  
Paula Leslie ◽  
Angela Ciccia ◽  
Juleen Rodakowski
Keyword(s):  
Communication Skills ◽  
Health Care Professionals ◽  
Occupational Therapists ◽  
Interdisciplinary Team ◽  
Effective Communication ◽  
Team Approach ◽  
Speech Language Pathologists ◽  
Potential Conflict ◽  
Team Members ◽  
People With Dementia

Purpose This article discusses the complexities of caring for individuals with dementia with an interdisciplinary team approach. The overlap and potential conflict between speech-language pathologists (SLPs) and occupational therapists (OTs) are addressed. SLPs and OTs have potentially similar roles when caring for people with dementia, so it can be difficult to decipher whose job it is to implement similar therapy techniques. However, there are ways health care professionals can prepare themselves to work collaboratively and potentially avoid conflict among team members, such as overstepping their professional boundaries and scopes of practice. This article discusses three beneficial techniques for interprofessional collaboration: acquiring sufficient knowledge about the scopes of practice of both SLPs and OTs, developing effective communication skills, and identifying the intentions of each therapeutic technique. Conclusions There is no straightforward or universal answer to the question “Whose job is it?” when considering SLPs and OTs in caring for people with dementia. Deciding whether an SLP or an OT should implement certain aspects of therapy depends on the roles of each professional and how they can benefit the patient. Interdisciplinary team members must work together to identify how their roles interact and overlap. SLPs and OTs must have a solid knowledge base about each other's scopes of practice, develop effective communication skills, and be able to identify the intentions of their therapy. Developing these skills allows SLPs and OTs to work harmoniously in interprofessional teams.

Preparing Future Health Professionals for Interprofessional Collaborative Practice Part 2: The Student Experience

2017 ◽  
Vol 38 (05) ◽  
pp. 342-349
Author(s):  
Rebecca Inzana ◽  
Peter Cahn ◽  
Patricia Reidy ◽  
Mary Knab
Keyword(s):  
Health Professionals ◽  
Interprofessional Education ◽  
Clinical Teaching ◽  
Systems Of Care ◽  
Care Delivery ◽  
Student Experience ◽  
Academic Program ◽  
Collaborative Practice ◽  
Speech Language Pathologists ◽  
Interprofessional Collaborative Practice

AbstractResponding to increasing calls for change in systems of care delivery and revisions in the way health professionals are educated, academic programs across the health professions, including speech-language pathology, are placing increased emphasis on interprofessional collaborative practice and interprofessional education. This article provides a foundation for understanding these changes and what is driving them. Using an example from one academic program, it provides a view of the shifting student experience and discusses implications for speech-language pathologists serving as educators and supervisors in external placements. The article concludes with suggestions for integrating competencies for collaborative practice into one's clinical teaching and maximizing effectiveness in fostering student readiness for practice in the complex medical and education environments in which speech-language pathologists practice.

scholarly journals Interprofessional collaboration within teams comprised of health and other professionals: a systematic review of measurement tools and their psychometric properties

2017 ◽  
Author(s):  
Julia Jacob ◽  
Kobie Boshoff ◽  
Rebecca Stanley ◽  
Hugh Stewart ◽  
Louise Wiles
Keyword(s):  
Psychometric Properties ◽  
Interprofessional Collaboration ◽  
Collaborative Practice ◽  
Limited Attention ◽  
Practical Implementation ◽  
Children's Services ◽  
Team Members ◽  
Interprofessional Teams ◽  
Children’S Services ◽  
Practice Methods

Background and Purpose: Measuring collaboration within interprofessional teams allows professionals to evaluate their practice, set benchmarks and improve outcomes. In the context of healthcare, most research has focused on teams comprised solely of health professionals, with limited attention given to collaboration between health and other professionals. Given the escalating complexities of healthcare, and the growing need for interprofessional collaborative practice involving team members external to health care, this represents a considerable gap in the literature. Therefore, the purpose of this review was to identify tools that measure collaboration within interprofessional teams comprised of members from health and other disciplines, and evaluate their psychometric properties. This review focused on the area of children’s services, to assist professionals working in this area with their collaborative practice. Methods: A systematic search including nineteen electronic databases was conducted. Eleven articles (describing ten tools) were identified for inclusion and were critically appraised. Results: Overall, it was found that few psychometrically sound tools exist for more diverse professional groups working together. The PINCOM-Q was found to be the most appropriate tool for the context of children’s services, and with the highest critical appraisal score, as reported. Conclusions: Recommendations are made for further development of existing tools before practical implementation. Further research could develop new and innovative tools to accommodate the evolving composition of future interprofessional teams.

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