Interdisciplinary Collaboration: How Does it Work? A Panel Presentation Early Hearing Detection and Intervention Meeting 2016 San Diego, CA

Transcription

1 Interdisciplinary Collaboration: How Does it Work? A Panel Presentation Early Hearing Detection and Intervention Meeting 2016 San Diego, CA

2 Presentation Agenda Introduction of Panelists Why Interdisciplinary Collaboration? Who are the Collaborators? What Knowledge, Skills and Dispositions are Critical? What are Some Challenges to Collaboration? What Strategies Promote Effective Collaboration Comments and Questions from Participants

3 Panelists Jodee Crace, Parent, Developmental Specialist and Adjunct Professor, Indianapolis, IN Nicole Hutchinson, Teacher of the Deaf/EI-ECE, The River School, Washington, DC Susan Lenihan, Professional Preparation (ToD, EI, SLP), Fontbonne University, St. Louis, MO Paula Pittman, SKI-HI Director, Utah Schools for the Deaf, Logan, UT Rachel St. John, Pediatrician, Program Director, UT Southwestern Medical Center, Dallas Angela Shoup, Audiologist, Associate Professor, UT Southwestern Medical Center, Dallas, TX Arlene Stredler Brown, CCC-SLP, ToD, University of Colorado, Boulder, CO Amy Szarkowski, Psychologist, Boston Children s Hospital, and Adjunct Professor, Boston, MA Marilyn Sass-Lehrer, Co-Director, ITF Program Gallaudet University, Washington, DC

4 What is Interdisciplinary Collaboration? Interactive relationships between adults such as family members and professionals who work together to achieve mutually agreed upon outcomes/goals (DEC, 2014). Collaboration requires a team of representatives from multiple disciplines and the family who join forces or combine efforts in response to the service setting, unique needs, and desired outcomes of the child and family. (DEC, 2014)

5 Best Practices & Interdisciplinary Collaboration Recommended practices highlight the importance of relationships, communication, and collective wisdom for problem-solving when working with young children and their families. Today s practitioners are expected to use a team-based approach that integrates the expertise of team members across disciplines and services to achieve child and family outcomes (Bruder & Dunst, 2005). Guillen, C. & Winton, P. (2015). Teaming and Collaboration:Thinking about how well as well as what. In DEC Recommended Practices: Enhancing services for young children with disabilities and their families, p Los Angeles, CA: Division for Early Childhood.

6 Why Interdisciplinary Collaboration? Best Practice DEC Recommended Practices 2014 JCIH, 2007; 2013 Evidence Supports Benefits It s the Law! IDEA Part C

7 IDEA and Interdisciplinary Collaboration

8 Who Constitutes the Interdisciplinary Team? Hospitals Families Audiologists Educational & Health Agencies EI Providers Deaf Communities

9 What Knowledge, Skills and Dispositions are Critical to Interdisciplinary Collaboration?

10 What are Some Challenges You Have Faced? What Strategies Promote Effective Collaboration?

11 Steps in Problem Solving Analyze the Problem-Solving Context Identify the Problem Generate Solutions Evaluate the Potential Solutions Implement the Solutions(s) Evaluate the Outcomes Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school professionals. 6th edition. NJ: Pearson Education, Inc.

12 Open Discussion What have been your experiences with interdisciplinary collaboration? What are some strategies you have found to be effective? What questions do you have for the panelists?

13 JCIH 2013 Supplement Knowledge, Skills and Dispositions Appendix 1H Collaboration and Interdisciplinary Models and Practices 1. Recognize roles and responsibilities of families and other individuals with expertise in deafness 2. Support consultation across disciplines and collaborate with families 6. Apply principles and strategies to support family members and professionals 7. Implement collaborative strategies for communicating, decision making, and resolving conflict 3. Recognize the roles and the importance of service coordination and medical homes 8. Provide for a continuum of service delivery models to meet the needs of the individual child and family (eg, direct service, collaborative consultation, playgroup based) 4. Promote collaboration with community programs and resources to support families and children 9. Assume a leadership roles affecting collaboration, including self-evaluating, mentoring, networking, and advocating for families and organizations 5. Recognize intra/interpersonal variables that influence the development of collaborative relationships with parents and professionals Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child is Deaf or Hard of Hearing. e1344 FROM THE AMERICAN ACADEMY OF PEDIATRICS Downloaded on February 24, 2016

14 Suggested Readings and Resources Bruder, M.B. & Dunst, C. (2005). Personnel preparation in recommended early intervention practices: Degree of emphasis across disciplines. Topics in Early Childhood Special Education 25(1), DEC (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families. Los Angeles, CA: DEC. Dinnebell, L. & Hale, L. (1999). Early intervention program practices that support collaboration. Topics in Early Childhood Special Education, 19 (4), Espe-Sherwindt, M. (2008). Family-centered practice: Collaboration, competency and evidence. Support for Learning, 23, 3, Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school professionals. (6th ed.). NJ: Pearson Education, Inc. JCIH (2013). Supplement to the JCIH 2007 position statement: Principles and guidelines for early intervention after the confirmation that a child is deaf or hard of hearing. Pediatrics, 131(4), e Lenihan, S. (2010). Trends and challenges in teacher preparation in deaf education. The Volta Review, 110(2), Luckner, J. & Rudolph, S. (2009). Teach well, live well: Strategies for success. CA: Corwin. Rice, G. & Lenihan, S. (2010). Fontbonne University: Collaboration in speech-language pathology and early intervention in deaf education. The Volta Review, 110(2), Sass-Lehrer, M. (Ed.) Early intervention for deaf and hard-of-hearing infants, toddlers and their families: Interdisciplinary Perspectives: New York: Oxford University Press.