72 - Interprofessional Collaboration in Early Childhood Settings: A Scoping Review
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. Our scoping review aims to identify components of effective interprofessional teams in early childhood settings, specifically in accordance with the Individuals 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 went on to screen the titles and abstracts of 2,965 articles to identify articles that meet the following inclusion criteria: (a) written in English, (b) published in 2004 or later, (c) in an empirical peer reviewed publication, (d) conducted in the U.S. or by guidance for U.S. preschool settings, (e) discuss collaboration between at least two different professionals, and (f) discuss collaboration in a preschool setting. Since September 2024, our team has screened the full-text of 378 articles. Of those articles, 20 met the inclusion criteria for this review. Our team is currently analyzing these articles to identify the essential components of effective interprofessional teams. The ultimate goal of this scoping review is to create an evidence-based observation tool that will be used to strengthen the collaborative skills of interprofessional teams in working in early childhood settings and inform professional development for early childhood professionals.
Faculty Advisor/Mentor
Danika Pfeiffer, PhD, CCC-SLP
Faculty Advisor/Mentor Department
Speech-Language Pathology
College Affiliation
Ellmer College of Health Sciences
Presentation Type
Poster
Disciplines
Early Childhood Education | Speech Pathology and Audiology
72 - Interprofessional Collaboration in Early Childhood Settings: A Scoping Review
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. Our scoping review aims to identify components of effective interprofessional teams in early childhood settings, specifically in accordance with the Individuals 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 went on to screen the titles and abstracts of 2,965 articles to identify articles that meet the following inclusion criteria: (a) written in English, (b) published in 2004 or later, (c) in an empirical peer reviewed publication, (d) conducted in the U.S. or by guidance for U.S. preschool settings, (e) discuss collaboration between at least two different professionals, and (f) discuss collaboration in a preschool setting. Since September 2024, our team has screened the full-text of 378 articles. Of those articles, 20 met the inclusion criteria for this review. Our team is currently analyzing these articles to identify the essential components of effective interprofessional teams. The ultimate goal of this scoping review is to create an evidence-based observation tool that will be used to strengthen the collaborative skills of interprofessional teams in working in early childhood settings and inform professional development for early childhood professionals.