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

Prelock, Patricia; Potvin, Marie‐Christine; Savard, Liliane

doi:10.1055/s-0037-1607070

Cited by 5 publications

(1 citation statement)

References 15 publications

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“…Other disciplines that could be included in Project INTERACT are physical therapy, occupational therapy, applied behavior analysis, child psychology, developmental pediatrics, counseling, and nursing. Expanding the disciplines involved in Project INTERACT reflects the view that autistic individuals and/or individuals with ID are best served by interprofessional teams with diverse areas of expertise (Prelock et al, 2017; Summers et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.

Price,

Cooper-Duffy,

Ogletree

et al. 2024

School Psychology

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Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional educationprogram designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twentyfour graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. Impact and ImplicationsWe describe Project INTERACT, a team-based training program to prepare graduate students in psychology, special education, and speech-language pathology to work together to support autistic children with intellectual disabilities. Graduate students were highly knowledgeable about autism and highly valued working with other disciplines. After participating in Project INTERACT, graduate students' ratings of their knowledge and abilities to collaborate successfully with professionals in other disciplines increased.

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Section: Discussionmentioning

confidence: 99%