Effective Team Practices: Interprofessional Contributions to Communication Issues With a Parent's Perspective

Cooper-Duffy, Karena; Eaker, Kerri

doi:10.1044/2016_ajslp-15-0069

Cited by 15 publications

(11 citation statements)

References 12 publications

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“…[52][53][54][55][56][57] The remaining 13 included articles were discussion articles or reviews. 8,9,[58][59][60][61][62][63][64][65][66][67][68] The results of the review are presented according to the objectives of the review:…”

Section: Resultsmentioning

confidence: 99%

Goal setting in paediatric rehabilitation for children with motor disabilities: a scoping review

Pritchard

Phelan

2018

Clin Rehabil

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Section: Resultsmentioning

confidence: 99%

Goal setting in paediatric rehabilitation for children with motor disabilities: a scoping review

Pritchard

Phelan

2018

Clin Rehabil

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“…Previous research has introduced different models and practices that can be used to balance the power structures of the participants' roles in educational decision-making, and could thus be used in the IEP process for pupils with the AACM or PIMD. These include a shared leadership model [33,67] and building teams with interprofessional collaborative practice [47].…”

Section: Discussionmentioning

confidence: 99%

“…To conclude, the findings of those few studies that concentrated on the IEP goal-setting process for pupils with PIMD have shown that IEP teams' collaboration can be problematic, and various elements, such as the structure of IEP meetings and communication prior to the actual meeting, can influence the decisions; see [31,32,47]. Therefore, research is needed about the multi-professional teams' structure considering pupils with the AACM and how their individual goals are formed in the collaborative decision-making process.…”

Section: Setting Goals For Pupils With Profound Intellectual and Multiple Disabilitiesmentioning

confidence: 99%

Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making

et al. 2021

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The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils—most of whom have profound intellectual and multiple disabilities (PIMD)—who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting process for pupils with milder disabilities than PIMD and have consistently demonstrated significant barriers in the process. This study explores the collaborative IEP goal-setting process for pupils with the AACM. Sixty-five Finnish special education teachers using the AACM participated in the study. Semi-structured interviews were analysed with thematic network analysis. The groups involved in the IEP goal-setting process were divided into main and side mediators. The main mediators were described as significant collaborators with important knowledge of the pupil, while side mediators rarely participated in the process. The special education teachers appeared to be leading the collaboration and were positioned in the middle of the main and side mediators. Further research should focus on the implementation of parents’ collaborative positions. Furthermore, practices and methods should be developed to reinforce the positions of group home staff, special education teacher colleagues and pupils with the AACM or PIMD themselves.

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“…It creates opportunities for learning other perspectives, supports goal setting, focuses on efficiency and effectiveness in service delivery, clarifies roles and responsibilities, builds on relationships, and requires accountability. 11 It is, however, not without implementation challenges.…”

Section: Strengths Of An Interprofessional Collaborative Practice Modmentioning

confidence: 99%

Interprofessional Education and Practice: A Family-Centered Approach to Autism

2017

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The article discusses the role of interprofessional education (IPE) and interprofessional collaborative practice (IPCP) in the delivery of service to a young child with autism spectrum disorder (ASD) and his family. An introduction to the concepts is provided with an outline of the strengths and challenges evident in implementing an IPCP approach to quality care. The core competencies for IPE and IPCP are also explained with examples of their application to children with ASD and their families. After reading this article, health care providers should be able to summarize their role in IPE and IPCP and identify their responsibility as a member of a collaborative team. The value of an interprofessional team in practice is emphasized, and ways to build successful teams are explained.

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Effective Team Practices: Interprofessional Contributions to Communication Issues With a Parent's Perspective

Abstract: Building teams with IPCP can be effective for including families and creating high-quality outcomes for individuals with severe disabilities.

Cited by 15 publications

References 12 publications

Goal setting in paediatric rehabilitation for children with motor disabilities: a scoping review

Goal setting in paediatric rehabilitation for children with motor disabilities: a scoping review

Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making

Interprofessional Education and Practice: A Family-Centered Approach to Autism

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