Interprofessional Collaboration

Interprofessional collaboration (IP) is when two or more professionals work together toward a common goal. It focuses on the importance of collaboration and communication to enhance outcomes.

Teamwork Importance

(Lvl 5) (ASHA, 2026)

There is an increase in demand for IPE in schools.
Children get the best results and support when professionals from diverse backgrounds and experiences work together to create a plan of support.
Teams can consist of a classroom teacher, SLP, psychologist, parents, instructors, and anyone involved with the child’s care.
Every team is unique to the child and should be made up of professionals who work with the child on a regular basis.
Not utilizing the use of an IPE can negatively impact student’s abilities to meet their academic goals.

Better Outcomes

(Lvl 4) (Fletcher J. M., & Vaughn, S., 2009)

Occupational therapists should work closely with special education educators because it can greatly impact the outcomes of the students.
Occupational therapists who utilize IPE can have a better chance of utilizing other techniques like the push-in pull-out models, and RTI because the lead teacher will be able to share their input and space with the OT.

Others Roles

(Lvl 4) (John's Scholar, S., & Kenny-Chapur, A., n.d.)

Occupational therapists should be working with lead teachers as a response to the IDEA.
Occupational therapists should educate other teachers on how their roles can impact students. As well as how they can participate as part of the IPE team.
Occupational therapists should lead the IPE team and guide other professionals to learn their roles, supports, and benefits as part of the team.

How to use it

(Lvl 5) (Phoenix, M., Dix, L., DeCola, C., Eisen, I., & Campbell, W., 2021)

Occupational therapists can use IPE teams to support children with any academic goals, like learning and participation skills.
Occupational therapists can implement IPE for individual students, groups, whole classes, or school-wide.
Occupational therapists need to give their IPE team clear communication skills, expectations, directions, and coordination to improve the outcomes.

Summary:

Occupational therapists who utilize IPE can have increased success with various school based service delivery models like push-in/pull-out models, and MTSS.
IPE principles apply to individual students, groups, whole classes, or school-wide.
Clear communication skills, expectations, directions, and coordination amongst the interprofessional team leads to improved outcomes.

References:

ASHA. (2016). Why is Interprofessional Practice (IPP) Important in a School Setting? [Review of Why is Interprofessional Practice (IPP) Important in a School Setting?]. American Speech-Language-Hearing Association. https://www.asha.org/practice/ipe-ipp/ipp-in-schools

Lartestudio, (n.d.), Teamwork, People Work Together Vector Graphic, Retrieved from Website on 4/9/25 https://www.creativefabrica.com/product/teamwork-people-work-together-vector/

Fletcher, J. M., & Vaughn, S. (2009). Response to Intervention:

Preventing and Remediating Academic Difficulties. Child Development Perspectives, 3(1), 30–37. https://doi.org/10.1111/j.1750-8606.2008.00072.x

John's Scholar, S., & Kenny-Chapur, A. (n.d.). An Analysis of Teacher’s Perceptions of the Response to Intervention (RTI) Program in one North East Suburban School.. https://scholar.stjohns.edu/cgi/viewcontent.cgi?article=1581&context=theses_dissertations

Phoenix, M., Dix, L., DeCola, C., Eisen, I., & Campbell, W. (2021). Health professional–educator collaboration in the delivery of school‐based tiered support services: A qualitative case study. Child: Care, Health and Development. https://doi.org/10.1111/cch.12849

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