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| Innovative Models of Interprofessional Education at Institutions of Higher Education |
| Monday, May 26, 2025 |
| 10:00 AM–10:50 AM |
| Convention Center, Street Level, 147 B |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Juliana Aguilar, Ph.D. |
| Chair: Juliana Aguilar (Purdue University) |
| JAIME MICHAEL BRANAMAN (University of New Mexico) |
| DEBRA BERRY MALMBERG (California State University, Northridge) |
| ERIN ROTHERAM-FULLER (Arizona State University) |
| Abstract: Children with high intensity needs (HIN), such as autism, are at an increased risk for challenges across academic, social-communication, adaptive, and behavior development (Lyons et al., 2016). Comprehensive evidence-based practices (EBP) often require professionals with specialized training to carry out related services such as special education, speech therapy and behavior support. Uncoordinated programming efforts among professionals serving students with HIN may result in limited student growth and/or frustrated families and professionals (Emmons & Zager, 2018). Disjointed planning results in related service personnel working in silos to address target skills, each implementing different treatment plans for the same target outcomes. This inefficient use of personnel resources stunts student progress. Team planning, however, maximizes resources so effective interventions can be works together to address student outcomes (Donaldson & Stahmer, 2014).
As professions evolve, the need for innovative models of clinical education are necessary. Interprofessional education (IPE) exposes students to collaborative practices by taking advantage of multidisciplinary environments (Petri & Anandaiah, 2021). This panel includes educators and students involved in training programs with a particular focus on interprofessional collaboration across applied behavior analysis (ABA), special education, and speech language pathology (SLP). These programs received funding from the Office of Special Education and Rehabilitation Programs (OSERP) professional training grants. Programs will discuss the theories and philosophies underlying their multidisciplinary training strategies, the training strategies embedded within their programs, and interprofessional outcomes collected by each program. |
| Instruction Level: Intermediate |
| Target Audience: Knowledge of interprofessional practice and clinical training strategies |
Learning Objectives: 1. Describe interprofessional practice
2. Highlight areas of collaboration between ABA, SLP, and SPED
3. Identify curricular and clinical training strategies to build interprofessional teaming |
| Keyword(s): Clinical Training, Higher Education, Interprofessional Collaboration |
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