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Transdisciplinary Approach Practicum for Speech-Language Pathology and Special Education Graduate Students.

Deborah Weiss1, Barbara Cook2, Ruth Eren3

  • 1Department of Communication Disorders, Southern Connecticut State University, 501 Crescent Street, New Haven, CT, 06515, USA. weissd1@southernct.edu.

Journal of Autism and Developmental Disorders
|February 21, 2020
PubMed
Summary

Graduate students improved their collaborative skills working with children with autism spectrum disorders (ASD) through a transdisciplinary approach (TA) practicum. The training enhanced their knowledge, comfort, and confidence in interdisciplinary teamwork for social communication interventions.

Keywords:
Autism spectrum disorderCollaborative teamingImplementation scienceInterprofessional collaborationSpecial educationSpeech-language pathologyTransdisciplinary

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Area of Science:

  • Speech-language pathology
  • Special education
  • Implementation science

Background:

  • Children with autism spectrum disorders (ASD) require specialized social communication interventions.
  • Transdisciplinary approaches (TA) are effective in integrating expertise for complex developmental needs.
  • Implementation science frameworks guide the application of evidence-based practices.

Purpose of the Study:

  • To evaluate the impact of an intensive summer practicum on graduate students' understanding and application of a transdisciplinary approach.
  • To assess changes in knowledge, comfort, and confidence in interdisciplinary collaboration among speech-language pathology and special education students.
  • To explore the effectiveness of TA in improving social communication skills interventions for children with ASD.

Main Methods:

  • A transdisciplinary practicum was designed for speech-language pathology and special education graduate students.
  • Participants worked with children with autism spectrum disorders on social communication skills.
  • Pre/post-practicum questionnaires, daily reflections, course evaluations, and focus group interviews were used for data collection.

Main Results:

  • Students demonstrated increased knowledge of the transdisciplinary approach.
  • Participants reported enhanced understanding and comfort levels with collaborating disciplines.
  • Confidence and openness in interdisciplinary teamwork significantly improved post-practicum.

Conclusions:

  • The intensive practicum effectively enhanced graduate students' capacity to utilize a transdisciplinary approach.
  • This training fostered improved interdisciplinary collaboration skills crucial for supporting children with ASD.
  • The findings support the integration of implementation science principles in transdisciplinary training models.