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

TLDR

The study examined how school‑based speech‑language pathologists collaborate in special education, identifying predictors and barriers to interprofessional collaborative practice (IPP). School‑based SLPs completed a survey and anchored vignettes to assess their engagement in multidisciplinary, interdisciplinary, and interprofessional collaboration models during evaluation and intervention. Results showed low engagement in IPP (8 % in evaluations, 43 % in eligibility meetings, 14 % in interventions), with prior collaboration training, years of experience, and educational setting predicting use, while time constraints, professional resistance, and lack of administrative support were the main barriers. Supplemental material is available at https://doi.org/10.23641/asha.9340760.

Abstract

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. Supplemental Material https://doi.org/10.23641/asha.9340760