Team-based service delivery is a common method for families and related professionals to make decisions about children with special needs. Unfortunately, preprofessional training in the area of team functioning has been inadequate. Furthermore, resources to understand and apply the principles of teaming are limited. This article describes current team models and provides guidelines specific to optimal team participation.

Interprofessional collaborative practice is supported as a recommended practice methodology for physical therapists and speech-language pathologists serving persons with severe disabilities.

This study was undertaken to define the role and functions of the physical therapist in pediatrics, specifically at the advanced clinical competence level. Questionnaires mailed to all members of the Section on Pediatrics of the American Physical Therapy Association were used to collect the data reported here. Of 109 consultative, evaluation, treatment planning, and implementation tasks, 37 were not considered important to the practice of physical therapy in pediatrics. Of the 72 tasks identified as important, 46 were at entry level and 10 at the advanced level. Sixteen tasks were not clearly defined. This initial survey provides useful data to begin to interpret the physical therapist's role in pediatrics. Validation studies are needed to verify that the identified advanced level responsibilities represent skills necessary for practice in pediatrics at the advanced competence level.

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