Scoping Review on Interprofessional Collaboration in Early Childhood Settings
Description/Abstract/Artist Statement
Preschoolers with developmental disabilities often receive services from multiple professionals; however, despite this frequent overlap, there is generally very little collaboration between professionals to comprehensively provide care. This scoping review aims to identify components of effective interprofessional teams in early childhood settings, specifically in accordance with the Individual with Disabilities Education Act (2004). First, a systematic search of the literature was conducted in January 2024 in ERIC (EBSCO), Academic Search Ultimate, Education Research Complete (EBSCO), and PQ Dissertation Theses (ProQuest). Our eleven-person team is currently screening the titles and abstracts of 2,965 articles to identify articles that meet the following inclusion criteria: it must be written in English, published in 2004 or later, either in an empirical or non-empirical publication, conducted in the U.S. or by guidance for U.S. preschool settings, discuss collaboration between at least two different professionals, and discuss collaboration in a preschool setting or elementary setting. This screening will be followed by the reading of the full-text of the included articles to determine the essential collaboration components. The ultimate goal of this scoping review is to create an evidence-based observation tool to use when observing interprofessional teams in early childhood settings.
Faculty Advisor/Mentor
Dr. Danika Pfeiffer
Faculty Advisor/Mentor Department
Communication Sciences and Disorders
College Affiliation
College of Health Sciences
Presentation Type
Poster
Disciplines
Early Childhood Education | Educational Assessment, Evaluation, and Research | Language and Literacy Education | Occupational Therapy | Other Rehabilitation and Therapy | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Speech Pathology and Audiology
Session Title
Poster Session
Location
Learning Commons Lobby @ Perry Library
Start Date
3-30-2024 8:30 AM
End Date
3-30-2024 10:00 AM
Scoping Review on Interprofessional Collaboration in Early Childhood Settings
Learning Commons Lobby @ Perry Library
Preschoolers with developmental disabilities often receive services from multiple professionals; however, despite this frequent overlap, there is generally very little collaboration between professionals to comprehensively provide care. This scoping review aims to identify components of effective interprofessional teams in early childhood settings, specifically in accordance with the Individual with Disabilities Education Act (2004). First, a systematic search of the literature was conducted in January 2024 in ERIC (EBSCO), Academic Search Ultimate, Education Research Complete (EBSCO), and PQ Dissertation Theses (ProQuest). Our eleven-person team is currently screening the titles and abstracts of 2,965 articles to identify articles that meet the following inclusion criteria: it must be written in English, published in 2004 or later, either in an empirical or non-empirical publication, conducted in the U.S. or by guidance for U.S. preschool settings, discuss collaboration between at least two different professionals, and discuss collaboration in a preschool setting or elementary setting. This screening will be followed by the reading of the full-text of the included articles to determine the essential collaboration components. The ultimate goal of this scoping review is to create an evidence-based observation tool to use when observing interprofessional teams in early childhood settings.