COVID-19 UPDATES: Find news and resources for audiologists, speech-language pathologists, and the public.
Latest Updates | Telepractice Resources | Email Us

Interprofessional Collaborative Practice

Individuals with severe disabilities present with complex profiles and needs that are best addressed by teams of professional working together through a process called interprofessional collaborative practice (IPCP). This emerging concept consists of core ideals as described by the World Health Organization including patient and family centeredness, community-oriented care, and relationship-focused service delivery. IPCP has also been described as process oriented, outcome driven, and applicable across disciplines and practice settings.

There are two general paths to IPCP.  Some professionals are lucky enough to have been trained in programs that are committed to interprofessional collaborative education. These professionals are ready at graduation to work successfully with interprofessional collaborative teams. The other pathways require professionals to go out and find others, from other disciplines, who are committed to the concept. Regardless of the path, IPCP is more challenging than independent practice; however, the potential benefits are great for professionals and the individuals with severe disabilities they serve.   

Bottom Line: 

IPCP is the future of service delivery for individuals with severe disabilities.

Resources

Bruce, Susan M., and Bashinski, Susan M.  The Trifocus Framework and Interprofessional Collaborative Practice in Severe DisabilitiesAmerican Journal of Speech-Language Pathology, 26(2), 162–180. doi:10.1044/2016_AJSLP-15-0063

Clinical Forum: Interprofessional Collaborative Practices in Service Delivery For Individuals With Severe Disabilities. American Journal of Speech-Language Pathology, 26(2), 157–559.

Cooper-Duffy, Karena, and Eaker, Kerri.  Effective Team Practices: Interprofessional Contributions to Communication Issues With a Parent's PerspectiveAmerican Journal of Speech-Language Pathology, 26(2), 181–192. doi:10.1044/2016_AJSLP-15-0069

Erickson, Karen A.  Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students With Severe DisabilitiesAmerican Journal of Speech-Language Pathology, 26(2), 193-205. doi:10.1044/2017_AJSLP-15-0067 

Ogletree, Billy T. Addressing the Communication and Other Needs of Persons With Severe Disabilities Through Engaged Interprofessional Teams: Introduction to a Clinical Forum. American Journal of Speech-Language Pathology, 26(2), 157–161. doi:10.1044/2017_AJSLP-15-0064

Ogletree, Billy T.; Brady, Nancy; Bruce, Susan; Dean, Evan; Romski, MaryAnn; Sylvester, Lorraine; and Westling, David.  Mary's Case: An Illustration of Interprofessional Collaborative Practice for a Child With Severe DisabilitiesAmerican Journal of Speech-Language Pathology, 26(2), 217–226. doi:10.1044/2017_AJSLP-15-0065

Sylvester, Lorraine, Ogletree, Billy T., and Lunnen, Karen. Cotreatment as a Vehicle for Interprofessional Collaborative Practice: Physical Therapists and Speech-Language Pathologists Collaborating in the Care of Children With Severe Disabilities. American Journal of Speech-Language Pathology, 26(2), 206–216. doi:10.1044/2017_AJSLP-15-0179

World Health Organization (2010).  Framework for action on interprofessional education and collaborative practice  [PDF].

 

Return to the National Joint Committee for the Communication Needs of Persons With Severe Disabilities (NJC) topic areas list.

ASHA Corporate Partners