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Description

• Interprofessional collaboration in the educational setting is vital to a holistic approach to addressing a child’s individual needs. Despite the benefits of interprofessional practices (IPP), collaboration in the educational setting can be challenging. Some challenges that impede IPP from occurring in the school setting include time constraints and awareness of roles; however, interprofessional practice can be an effective way to set a child up for success (Kerins, 2018). There is substantial evidence that supports the idea of collaboration within services for the well-being of the child (Choi & Pak, 2006; Ellis et al., 2005; Johnson, 2016). Counselors and speech-language pathologists often work with the same students in the educational setting. While there are often language and socialemotional goals that could be integrated into each other's sessions,professionals often do not implement IPP when working with students and are often unaware of the goals and objectives being addressed for students who qualify for both types of services. Currently, there is limited evidence of collaboration occurring with child-centered play therapists and speech-language therapists.
• Child-centered play therapy (CCPT) services are provided by certified counselors who are registered play therapists (RPTs) and work with children of varying ages. The goal of CCPT is to establish the use of play to help students sort out psychosocial stresses and become the best version of themselves through self-expression and interpersonal connection (“Association for Play Therapy”). A large part of a registered play therapist's practice is child-directed play therapy. Speech-language pathologists (SLPs) who work with children also use play effectively within the therapeutic setting as they assess, diagnose, and treat many forms of communication difficulties. With the pediatric population, play occurs during the assessment and treatment process for speech sound disorders, language disorders, social communication, voice therapy, fluency, and sometimes feeding and swallowing (American Speech-Language-Hearing Association ([ASHA]).
• The purpose of this research inquiry is to determine if behaviors that are assessed for eligibility for counseling services are also present for students who qualify for speech language therapy services.

Publication Date

2021

Publisher

College of Education and Health Professions Honors Program

City

Fayetteville

Keywords

Research-Based

Disciplines

Communication Sciences and Disorders | Speech and Hearing Science

Comments

Advisors:

Lisa Bowers, Ph.D.
Kristi Perryman, Ph.D.
Samantha Robinson, Ph.D.

Awards: 1st Place

Language Abilities of Children who Qualify for Both Speech Therapy and Play Therapy

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