A National Survey of Speech-Language Pathologists' Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation

• Published in: Language, speech & hearing services in schools Vol. 50; no. 4; pp. 639 - 655
• Main Authors: Pfeiffer, Danika L, Pavelko, Stacey L, Hahs-Vaughn, Debbie L, Dudding, Carol C
• Format: Journal Article
• Language: English
• Published: American Speech-Language-Hearing Association 01-10-2019
• Subjects: Administrator Role; Allied Health Personnel; Barriers; Cooperation; Elementary Secondary Education; Experience; Higher Education; Resistance to Change; Scheduling; Special Education; Speech Language Pathology; Teamwork; Time; Training; Work Environment
• ISSN: 0161-1461
• DOI: 10.1044/2019_LSHSS-18-0100

Purpose: This study examined the models of collaboration used by school-based speech-language pathologists (SLPs) during the provision of special education services including factors predicting use of the interprofessional collaborative practice (IPP) model and barriers to collaboration. Method: School-based SLPs responded to a survey on models of collaboration within their work setting. Anchored vignettes were created to determine their engagement in 3 different models (i.e., multidisciplinary, interdisciplinary, and interprofessional) used in the provision of special education services during evaluation and intervention. Predictive factors supporting and/or hindering the use of IPP were identified. Results: Results demonstrated low percentages of school-based SLPs engaging in IPP during initial evaluations (8%), eligibility meetings (43%), and intervention sessions (14%). Three factors predicted use of IPP in schools: prior training in collaboration, years of experience, and educational setting. The most frequently cited barriers to SLPs' engagement in collaboration included time constraints/scheduling (48%), resistance from other professionals (23%), and lack of support from employers/administration (11%). Conclusions: The results of the current study indicated that systemic change is needed at both the university and public school levels. At the university level, preprofessional students need collaborative learning opportunities that are integrated across programs and colleges. School-based SLPs and other education professionals could benefit from job-embedded learning focused on IPP to increase their knowledge and engagement in IPP and improve student outcomes.