Interdisciplinary Collaboration Training: An Example of a Preservice Training Series

Abstract

In recent years, there has been discussion of the need for training behavior analysts in collaboration skills. There is some consensus that these skills are needed to improve outcomes with clients and with colleagues. Specifically, students of behavior analysis and behavior-analytic practitioners need to learn the skills associated with functioning effectively in interdisciplinary teams. At Melmark, a model of training in this skill set has been developed and integrated into supervision modules for those seeking Board Certified Behavior Analyst certification. In this model, supervisees are exposed to information about the expertise and value of the allied professions of speech-language pathology, occupational therapy, physical therapy, and developmental pediatrics. Rotations are done within these fields to expose trainees to the expertise of these fields and to build skills in collaboration with members of those professions. Trainees are also assigned tasks that require them to identify the contributions of other professions and display appropriate collaborative behavior. Future directions for the model are discussed, including extending it across the organization and developing performance-based assessments and social validity measures.

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Appendix B

Annotated Bibliography

Alberto, P. A., & Troutman, A. C. (2003). Responsible use of applied behavior analysis procedures. In P. A. Alberto & A. C. Troutman, Applied behavior analysis for teachers (6th ed., pp. 499–522). Merrill Prentice Hall.

The authors state and discuss common concerns levied against applications of behavior analysis. The chapter includes an exploration and discussion of potential causes for these concerns. The authors conclude with procedural suggestions to mitigate the concerns and provide effective treatment.

Bailey, R. (2011). Speech-language pathologist. In C. G. Simpson & J. P. Bakken (Eds.), Collaboration: A multidisciplinary approach to educating students with disabilities (pp. 105–122). Prufrock Press.

The author provides a comprehensive overview of the role and responsibilities of a speech-language pathologist. The overview includes a description of a speech-language pathologist’s scope of practice. The author concludes with strategies for communicating service delivery information (e.g., assessment results, treatment goals) with parents, teachers, and individuals served.

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The authors introduce the concepts of collaboration and consultation. Included are definitions, historical perspectives, and the benefits and limitations of collaboration. The authors conclude with steps to build a successful collaborative team.

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The authors describe key characteristics of an effective interdisciplinary model. Discussions include treatment planning prior to admission and training for all team members on support plan implementation and strategies for generalization. The authors conclude with examples and benefits of the model’s implementation within an educational setting.

Broadhead, M. T. (2015). Maintaining professional relationships in an interdisciplinary setting: Strategies for navigating nonbehavioral treatment recommendations for individuals with autism. Behavior Analysis in Practice, 8(1), 70–78. https://doi.org/10.1007/s40617-015-0042-7.

The author discusses strategies for behavior analysts to use when nonbehavioral treatments are discussed within an interdisciplinary team. Described are an ethical decision model that assists in determining the purpose of nonbehavioral treatments, ethical considerations for behavior analysts, and strategies for balancing professional relationships.

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The authors define and discuss three common terms used to describe teamwork with members from multiple disciplines: multidisciplinary, interdisciplinary, and transdisciplinary. Through a literature review, the authors describe various approaches, the benefits they offer, and the limitations encountered during implementation of the models.

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The authors describe the similarities and limitations of three team models: consultation, collaboration, and teaming. Research strongly supports the need for special educators to play the dual role of consultant and collaborator. Although there are many models to reference, most share similar goals and processes.

Fisher, W. W., Groff, R. A., & Roane, H. S. (2011). Applied behavior analysis: History, philosophy, principles, and basic methods. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (pp. 3–13). The Guilford Press.

The authors review the history of behavior analysis, including its three branches: behaviorism, experimental, and applied behavior analysis (ABA). Described are the basic tenets that set behavior analysis apart from other areas of psychology. The authors conclude with a discussion of the seven dimensions of ABA.

Friman, P. C., & Piazza, C. C. (2011). Behavioral pediatrics: Integrating applied behavior analysis with pediatric medicine. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (pp. 433–450). The Guilford Press.

The authors discuss the integration of behavioral pediatrics and ABA. This overview covers the four primary domains behavioral pediatricians often treat that also overlap with behavior analysts: bedtime struggles, constipation and retentive encopresis, nocturnal enuresis, and feeding problems. The subsections offer suggestions for treatment, as well as for the interaction between behavior and physiology.

Fulk, B. M. (2011). Effective communication in collaboration and consultation. In C. G. Simpson & J. P. Bakken (Eds.), Collaboration: A multidisciplinary approach to educating students with disabilities (pp. 19–30). Prufrock Press.

The author provides strategies for effectively communicating when collaborating. Strategies described within the chapter include building teams and relationships, understanding communication styles, planning meetings, and solving problems. The author concludes with tips for navigating difficult interactions and cross-cultural communications.

Hayward, L. M., Meleis, W., Mahanna, J., & Ventura, S. H. (2016). Interprofessional collaboration among physical therapy, speech-language pathology, and engineering faculty and students to address global pediatric rehabilitation needs: A case report. Journal of Physical Therapy Education, 30(4), 24–34. https://ece.northeastern.edu/personal/meleis/jpte-2016.pdf.

The authors illustrate the interprofessional collaboration model with students from three separate disciplines: speech-language pathology, physical therapy, and engineering. Tasked with working together, the students incorporated knowledge from their individual disciplines and created low-cost communicative devices for individuals living in Ecuador.

Kerfeld, C. I., Pitonyak, J. S., & Jirikowic, T. (2017). Enhancing student interprofessional teamwork and collaboration through pediatric therapy learning experiences. Journal of Physical Therapy Education, 31(3), 114–120.

The authors evaluated the relationship between the interprofessional education experience for pediatric therapists and student learning outcomes. A description of the model, incorporated with survey data, identified a positive experience with few barriers to implementation. The authors offer several points for readers to discuss regarding the replication and effectiveness of this model.

Li, A., & Poling, A. (2018). Board certified behavior analysts and psychotropic medications: Slipshod training, inconsistent involvement, and reason for hope. Behavior analysis in practice, 11(4), 350–357. https://doi.org/10.1007/s40617-018-0237-9.

This article discusses the role behavior analysts play in regard to the use of psychotropic medications for individuals with autism. Survey data collected show a large number of behavior analysts work with individuals taking medications; however, training around the use of the medications is inconsistent. This inconsistency highlights the need for graduates to have a higher level of training in the use of medication, as well as strategies for collaborating with psychiatrists.

Newhouse-Oisten, M. K., Peck, K. M., Conway, A. A., & Frieder, J. E. (2017). Ethical considerations for interdisciplinary collaboration with prescribing professionals. Behavior Analysis in Practice, 10(2), 145–153. https://doi.org/10.1007/s40617-017-0184-x

While working as part of an interdisciplinary team, behavior analysts may find themselves interacting with team members who can prescribe medications. This article focuses on the ethical issues that can arise when medical interventions are used. To navigate these issues, the article presents a decision-making model that behavior analysts can use when multiple interventions are being proposed.

Ogletree, B. T., Brady, N., Bruce, S., Dean, E., Romski, M., Sylvester, L., & Westling, D. (2017). Mary’s case: An illustration of interprofessional collaborative practice for a child with severe disabilities. American Journal of Speech-Language Pathology, 26(2), 217–226. https://doi.org/10.1044/2017_AJSLP-15-0065.

Set within the context of a case example, this article describes the implementation of the interprofessional collaborative practice. Beginning with the child’s early development and continuing to the current day, the article describes how this model was both effective and ineffective at times during her treatment. Highlighting both these areas allows readers to use the article’s content to evaluate their own interprofessional practices to determine areas of strength and areas to improve.

Parker, R. (1996). Incorporating speech-language therapy into an applied behavior analysis program. In C. Maurice, G. Green, & S. C. Luce (Eds.), Behavioral intervention for young children with autism: A manual for parents and professionals (pp. 297–306). Pro-Ed.

The chapter provides guidance on the integration of the principles of two disciplines: speech-language pathology and ABA. Suggestions for integration include developing common language goals, using common activities to facilitate communication and troubleshoot linguistic issues, and assessing communication skills early in treatment. Mutual participation in the development of goals between disciplines is essential to individuals’ overall progress.

Parnell, A. R. (2011). Physical and occupational therapists. In C. G. Simpson & J. P. Bakken (Eds.), Collaboration: A multidisciplinary approach to educating students with disabilities (pp. 281–307). Prufrock Press.

This chapter provides a comprehensive overview of the roles and responsibilities of physical therapists and occupational therapists. In addition to the roles’ overview, the chapter provides guidance on effective strategies for communicating with both parents and teachers, as well as information on the direct services these professionals provide to the students and teachers they are working with.

Weeden, M., Ehrhardt, K., & Poling, A. (2010). Psychotropic drug treatments for people with autism and other developmental disorders: A primer for practicing behavior analysts. Behavior Analysis in Practice, 3(1), 4–12. https://doi.org/10.1007/BF03391753.

This article provides an overview of the psychopharmacology of developmental disabilities. Many behavior analysts report that the individuals they serve are prescribed at least one medication; however, training on the medication or its effects is rare. Educating oneself on the appropriate use of medications and their effects allows behavior analysts to have a better understanding of how medications can affect behavior-analytic interventions.

Wolf, M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203.

Whereas ABA heavily discusses the importance of objective measures, developing rules for measuring social validity is quite the opposite. The author describes how the Journal of Applied Behavior Analysis began defining and measuring social validity and the struggles that came along with the process. This article provides historical examples of how social validity was measured across three areas: the social significance of goals, the social appropriateness of procedures, and the social importance of the effects.