A family-capacity building approach to coaching, where providers support caregivers to embed identified strategies into daily routines and activities, is commonly embraced in Part C Early Intervention (EI). EI providers use several coaching strategies within this approach, yet few studies have reported process features, and coaching strategies are…

Many students with autism have complex communication needs and benefit from the use of aided augmentative and alternative communication (AAC), which can include picture symbols, communication boards or books, or speech-generating devices. However, many of the challenges to high-quality AAC intervention are amplified by inadequate collaboration.…

Background: Collaboration between parents and speech and language therapists (SLTs) is seen as a key element in family-centred models. Collaboration can have positive impacts on parental and children's outcomes. However, collaborative practice has not been well described and researched in speech and language therapy for children and may not be…

Co-teaching is when two or more people share instructional responsibility for all of the students assigned to them. There are many benefits to students when speech-language pathologists (SLPs) participate in co-teaching relationships with other educators and specialists by working on functional goals in the natural environment of the classroom.…

This article reports on the early stages of a community-based participatory action research project aimed at understanding how medical, educational and social service providers in our community partner with refugee families whose children have special health care needs, what challenges they face, and how we might collaboratively address identified…

Background: Inter-professional collaboration (IPC) has been recommended for many years as a means by which the needs of children with developmental language disorders (DLD) can be met at school. However, effective IPC remains difficult to achieve and our knowledge of how to support it is limited. A shared understanding between those involved has…

Background: Current research investigating collaboration between parents and speech and language therapists (SLTs) indicates that the SLT role is characterized by therapist-led practice. Co-working with parents of children with speech and language difficulties is less frequently described. In order to embrace co-working during intervention, the…

It is the position of the National Association of School Nurses (NASN) that, when necessary and permitted by law, the registered professional school nurse (hereinafter referred to as school nurse) can implement safe and effective delegation of nursing tasks to unlicensed assistive personnel, (UAP) at school. Delegation is an important practice…

Special Needs Assistants (SNAs) serve an essential role to support children with disabilities; thus, they need efficient training. The one-on-one coaching following a workshop was compared with a control group that only received a workshop. A quasi-experimental study was conducted in two of the five public special education schools in Zaragoza…

Fieldwork education is a vital component of occupational therapy education. Academic fieldwork coordinators face a shortage of qualified occupational therapists who are prepared to be fieldwork educators. This pilot study aimed to evaluate the effects of an online learning module developed to prepare occupational therapists to become fieldwork…

The unique traits and behaviours of students with autism spectrum disorder (ASD) often present a range of barriers to their educational experiences and development. The present study investigated collaborative partnerships between 3 stakeholders that often support students with ASD: teachers, parents, and allied health professionals (AHPs). With…

Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to…

This report discusses the Person and Family-Centered Approaches in Mental Health and Co-Occurring Disorders Training Project, a training project that the Research and Training Center (RTC) at the Institute on Community Integration (ICI) at the University of Minnesota performed for the Minnesota Department of Human Services. This project was born…

The Individuals with Disabilities Education Act (IDEA) requires Individualized Education Programs (IEPs) be developed utilizing a team-based model. This study examined how speech-language pathologists (SLPs) make service delivery decisions for students with language disorders. Four hundred thirty-nine SLPs participated in a national online survey…

This study of occupational therapy services to students with disabilities, 14 to 16 years of age, demonstrated effectiveness (Pierce, Spence, Sakemiller, & Roberts, 2020). The intervention approach was developed by 14 school-based occupational therapy personnel from 10 Midwestern school districts and described using grounded theory. Forty-two…