Interprofessional Practice Between Speech-Language Pathologists and Classroom Teachers: A Mixed-Methods Systematic...

Area of Science:

• Education
• Speech-Language Pathology
• Interprofessional Practice

Background:

• Effective collaboration between speech-language pathologists (SLPs) and classroom teachers (CTs) is crucial for supporting student outcomes in mainstream educational settings.
• Existing literature on the experiences of interprofessional practice (IPP) between SLPs and CTs requires synthesis to inform best practices.

Purpose of the Study:

• To systematically review and synthesize existing literature on the experiences of interprofessional practice (IPP) between speech-language pathologists (SLPs) and classroom teachers (CTs) in mainstream schools.
• To identify facilitators and barriers influencing IPP within the educational context.

Main Methods:

• A mixed-methods systematic review was conducted utilizing a predefined protocol.
• A comprehensive literature search across six major databases yielded 1,876 unique studies, with 18 selected for thematic analysis.
• Thematic analysis was applied to both quantitative and qualitative data from the selected studies.

Main Results:

• Six core themes emerged from the analysis, detailing the multifaceted nature of IPP experiences.
• Key themes included the value and nature of collaboration, the importance of shared contributions, and the influence of the educational context.
• Factors beyond professional control also significantly impact the dynamics of collaboration.

Conclusions:

• Interprofessional practice between SLPs and CTs is intricate, influenced by numerous facilitators and barriers within schools.
• Essential competencies for effective IPP include developing a shared understanding, maintaining adequate communication, and fostering strong professional relationships.
• A relationship-centered care approach is vital for enhancing IPP and ultimately supporting improved student outcomes.