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Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.

Johanna R Price1, Karena Cooper-Duffy2, Billy T Ogletree1

  • 1Department of Communication Sciences and Disorders, Western Carolina University.

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|September 7, 2023
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Summary

Project INTERprofessional Autism Collaborative Training (INTERACT) improved graduate students' interprofessional skills for working with autistic children. Participants showed increased knowledge and positive attitudes toward collaborative practice.

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Area of Science:

  • Interprofessional Education
  • Autism Spectrum Disorder Research
  • Special Education Training

Background:

  • Rising prevalence of autism necessitates specialized training.
  • Growing emphasis on interprofessional collaboration in healthcare and education.
  • Lack of reported interprofessional training programs for autism and intellectual disabilities.

Purpose of the Study:

  • To describe the development and structure of Project INTERACT, an interprofessional training program.
  • To evaluate the effectiveness of Project INTERACT in preparing graduate students.
  • To assess changes in participants' attitudes and knowledge regarding interprofessional practice with autistic children.

Main Methods:

  • Quantitative study involving 24 graduate students from psychology, special education, and speech-language pathology.
  • Utilized three rating scales administered at program entry, midpoint, and exit.
  • Program included coursework and team-based clinical experiences.

Main Results:

  • Participants demonstrated positive attitudes toward interprofessional practice.
  • Students showed high levels of autism knowledge.
  • Significant increases in self-rated knowledge and abilities in interprofessional practice were observed by program exit.

Conclusions:

  • Project INTERACT effectively enhanced graduate students' knowledge and skills for working with autistic children with intellectual disabilities.
  • The program fostered interprofessional collaboration through team-based learning.
  • Findings support the integration of such interprofessional training models into graduate curricula.