A 38-year-old woman had a stroke that resulted in aphasia and some physical limitations. Her treatment team developed an interprofessional plan to target community access and support communication so that both she and her family were confident that she could live by herself again.
A triplet girl born at 29 weeks gestational age was admitted to the NICU for management of prematurity including respiratory distress syndrome. Her treatment team developed an interprofessional plan to target oral breathing and oral feeding, and following surgery, Mia showed improved suck/swallow/breathe coordination and respiratory stability and stamina.
When schools lack teachers and other specialists, it keeps children with disabilities from receiving the early intervention services they need. Three Nazareth College professors knew that they could play a role in solving the issue—at least locally. The result was Project RISE (Rochester Interprofessional Scholars of Early Intervention). Project RISE is helping recruit racially diverse graduate students in education and allied health programs with the goal of addressing staff shortages and diversifying the workforce. It also gives those students the ability to work in the field while completing their degree.
An 8-year-old boy with mild to moderate quadriplegic spastic cerebral palsy began to complain of a toothache. Through videoconferencing, David’s IPP team discussed the concerns of tooth pain, and the need to conduct an oral health assessment for David. The team reached mutual agreement on an assessment plan to prepare for the visit with the dentist and a treatment plan to enhance David’s oral health.
Kai, a 16-year-old high school junior, was in a motor vehicle accident that resulted in mild traumatic brain injury (mTBI) and multiple orthopedic injuries. His treatment team developed an interprofessional plan to support his physical, sensory, cognitive-communication, and social–emotional needs so that he and his family could successfully navigate his return to school and community as well as his preparation for college entrance exams. The medical and school-based teams both recognized the importance of proactive, coordinated communication and integrated management to facilitate attainment of these goals and functional outcomes. By the third quarter of his junior year, Kai had transitioned back to school full time with a 504 plan that addressed necessary accommodations, and he was preparing to take his SATs.
A Cleft Palate Team collaborated across specialties to help a 13-month-old child with a history of cleft palate to improve feeding, swallowing, and speech sound production. The interprofessional team completed individual assessments, discussed results, and made recommendations for Sam and the family.
A major grant allowed Nazareth College and the Migrant Ministry of the Roman Catholic Diocese of Rochester to collaborate on serving migrant farmworkers and their families. Thanks to frank conversations with community members about their needs, Nazareth’s School of Health & Human Services developed a suite of educational, therapeutic, and wellness services for the migrant community.
An interdisciplinary committee works to make health care providers aware of services, including voice and speech therapy, and provide more comprehensive care for LGBTQ+ veterans.
An interprofessional practice (IPP) team worked together to assess hearing loss and language skills in a 2-year-old child. The team recommended a cochlear implant and a plan of therapy for language development and listening skills. As a result, the child’s expressive vocabulary began showing steady growth.
A 65-year-old woman experienced general weakness, balance issues, and speaking difficulties after a fall. A team of professionals developed a plan, which explored low-cost options for increasing intelligibility and providing strategies for communication. The team helped her use a speech intelligibility smartphone app to improve her pitch, volume, and overall intelligibility. After 4 weeks in a rehabilitation facility, the woman’s communication skills returned to their previous levels.
Faculty from a university’s health care–related programs collaboratively developed an interprofessional education (IPE) experience for their undergraduate and graduate students. By working together across departments, the faculty planned and executed a tornado simulation, where students role-played “victims” and “responders.” As they carried out their roles, students learned about collaboration and health care services during a disaster. They also learned how to communicate effectively with patients and victims.
The parents of a 6-year-old girl with Down syndrome consulted an IPP team to get help with their daughter’s communication skills. The IPP team evaluated the girl, made recommendations, and helped the family purchase an augmentative and alternative communication (AAC) device to use at home. After 4 months, the family reported that the device was helping with communication.
When visiting a village school and outpatient rehabilitation clinic in the Democratic Republic of the Congo (DRC), a team of professionals from the United States worked with their local counterparts to provide training and help patients. One patient was a 6-year-old boy with a complaint of severely reduced expressive language. The team – comprising both US and DRC medical professionals – worked together to create an assessment and treatment plan for the boy. They also provided education and strategies to the boy’s mother.
Hank is a sixth grade student with autism who recently moved back to the United States. He has difficulty communicating and feeding himself, and he is not toilet trained. A team of professionals at Hank’s school created a plan focused on helping him improve his communication with others over the course of the school year. After 1 year, Hank is speaking and interacting more fully in the classroom.
After recovering from meningitis, 72-year-old Jon continued to suffer from hearing loss, severe dizziness, and imbalance. Struggling with daily activities, he sought information from a team of professionals about a cochlear implant (CI) and help improving his daily life. After the implant surgery, the interprofessional practice team helped Jon navigate life with the CI and regain his balance.
An interprofessional team collaborated with the parents of a 10-year-old boy struggling with moderate-to-severe stuttering. By applying their expertise to group therapy, individual therapy, and family counseling services, the team members helped the boy and his family successfully manage his stuttering and enjoy better communication. After 6 months, formal assessments indicated improvement in the student’s reaction to his own stuttering and increased interaction in classroom and social settings.
An interprofessional team collaborated across specialties to diagnose a 20-year-old college student with muscle tension dysphonia and paradoxical vocal cord dysfunction. After the student returned to college, the initial team worked with a local speech-language pathologist (SLP) and with a college voice coach to continue her treatment. After 6 weeks, the student’s speaking voice returned to normal limits, and her singing voice and vocal endurance returned to baseline levels.
A team of educational professionals worked together to set up speech-language pathology telepractice services for a 6-year-old child diagnosed with autism spectrum disorder (ASD) who had recently moved to a rural school district. By coordinating with an educational assistant working in the classroom, the speech-language pathologist (SLP) was able to observe and provide services remotely. The team worked with the boy to help him increase his communicative intents.
Patty is a 10-year-old student with a seizure disorder, attention-deficit hyperactivity disorder (ADHD), receptive and expressive language impairment, and below-average cognitive functioning. A team of professionals at Patty’s school created a plan to help Patty improve her daily communication and social interaction with speech-language therapy telepractice services and a speech-generating device (SGD). Patty now uses the SGD to participate more fully in the classroom and continues work on her communication at home.
A team of professionals collaborated across specialties to help a 78-year-old woman recovering from a stroke. The team developed and implemented a plan to (a) help the woman increase participation in activities of daily living (ADLs) and (b) improve her ability to communicate by using an augmentative and alternative communication (AAC) board.