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Autism Spectrum Disorder01:19

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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Interprofessional Practice Between Speech-Language Pathologists and Classroom Teachers: A Mixed-Methods Systematic

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  • 1School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.

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Interprofessional practice between speech-language pathologists (SLPs) and classroom teachers (CTs) is complex. Shared understanding, communication, and relationships are key to successful collaboration and improved student outcomes in schools.

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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.