Building Collaborative Capacity in Early Intervention Preservice Providers through Interprofessional Education

Autor/inn/en	Lieberman-Betz, Rebecca G.; Brown, Jennifer A.; Wiegand, Sarah D.; Vail, Cynthia O.; Fiss, Alyssa L.; Carpenter, Laura J.
Titel	Building Collaborative Capacity in Early Intervention Preservice Providers through Interprofessional Education
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 2, S.504-517 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lieberman-Betz, Rebecca G.) ORCID (Brown, Jennifer A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Cooperation; Early Intervention; Preservice Teachers; Preservice Teacher Education; Interdisciplinary Approach; Speech Language Pathology; Allied Health Occupations Education; Special Education; Early Childhood Education; Physical Therapy; Occupational Therapy; Knowledge Level; Student Attitudes + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Lehramtsstudiengang; Lehrerausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Physiotherapie; Beschäftigungstherapie; Wissensbasis; Schülerverhalten
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. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01