Collaborative service delivery models have gained considerable popularity in health care, education, and clinical settings. Despite the unique opportunity that this new popularity provides for the dissemination of applied behavior analysis, the majority of practicing behavior analysts have received little or no formal professional development on how to participate in teams with nonbehavioral colleagues. The purpose of this article is to elucidate the larger movement toward collaborative service delivery with an emphasis on interprofessionalism. The four core competency domains presented by the Interprofessional Education Collaborative (IPEC) Framework are interpreted through a behavior-analytic lens. This article is an initial attempt to operationalize constructs commonly associated with interprofessional educational and collaborative practices including (but not limited to) cultural sensitivity and responsiveness, cultural humility and reciprocity, empathy, and compassion.

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Assessing preference among older adults is an integral part to effective and therapeutic programming. Although much of the research on preference assessments in this population has focused on typically developing older adults, there is a dearth of research focusing on older adults with intellectual and developmental disabilities (Braddock, 1999; LeBlanc & Matson, 1997). The following case conceptualization addresses some challenges to identifying preferred stimuli and assessing reinforcers among older adults with disabilities and demonstrates the utility of a practitioner model to overcoming these barriers (Karsten, Carr, & Lepper, 2011).