A Collaborative Approach in Education through Interprofessional Education (IPE) and Practices (IPP) of Classroom Teachers and Speech-Language Pathologists to Develop Professional Identity, Communication Skills, and Goal Sharing
Date of Graduation
Bachelor of Science
Rehabilitation, Human Resources and Communication Disorders
The purpose of this study was to examine the effects of Interprofessional Education (IPE) and Interprofessional Practices (IPP) between classroom teachers and speech-language pathologists to further develop professional identity, enhance communication skills, and bolster collaborative goal sharing. The study aimed to establish interprofessional relationships between participants, which included two classroom teachers and a speech-language pathologist, as well as determine the effects that the interprofessional practices have on identified students in kindergarten and first-grade achievement. The speech-language pathologist and the classroom teachers were given a survey at the beginning and end of the intervention to gain qualified information providing an understanding of their perception and attitude toward IPE and IPP. One group of identified kindergarten students completed a teacher-created assessment monitoring the development of morphological awareness. Another group of identified first-grade students were given the Phonological Awareness Screening Test (PAST) to access phonological awareness. Each group was given a pre-assessment to determine baseline data and a post-assessment at the end of intervention. The intervention took place over the span of eight weeks, three times per week, for one hour each day. An additional hour each month was dedicated to structured meetings with the professional participants. The intervention consisted of incorporating an inclusive instructional model for identified students in the classroom setting in which the classroom teachers and the speech-language pathologist implemented interprofessional practices in a co-teaching model for meeting the needs of the identified students. The results reflect improvement of perceptions for all professionals. Analysis of first-grade data show a positive correlation for the use of IPE and IPP. Anecdotal data show themes of collaboration for goal setting to determine instructional needs and the development of professional identity.
education, speech-language pathologist, Interprofessional education, childhood education, collaborative
Smith, A. (2022). A Collaborative Approach in Education through Interprofessional Education (IPE) and Practices (IPP) of Classroom Teachers and Speech-Language Pathologists to Develop Professional Identity, Communication Skills, and Goal Sharing. Rehabilitation, Human Resources and Communication Disorders Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/rhrcuht/76