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ERIC Number: EJ1082181
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0884-1233
Teaching Interprofessional Practice: An Exploratory Course Assignment in Social Work and Speech Language Pathology
Edwards, Claire M.; Newell, Jason M.; Rich, Danielle Waldrep; Hitchcock, Laurel I.
Journal of Teaching in Social Work, v35 n5 p529-543 2015
The professions of social work (SWK) and speech language pathology (SLP) often involve the provision of services to a diverse group of client populations in a variety of settings; this is particularly true when meeting the complex needs of children and their families. It is widely accepted that collaborative treatment approaches utilizing multidisciplinary teams is an effective method of practice when serving children who are developmentally delayed or challenged, yet there is little information in the literature regarding the quantity, quality, and efficacy of collaboration among professional disciplines serving child populations. This article addresses the identified gap in the pedagogical literature regarding collaborative case management approaches between social workers (SWKs) and speech language pathologists (SLPs) using a case example describing a child in need of early intervention services. Following the case study, sample assessment questions are provided (utilizing the professional standards from both SWK and SLP) as a measure of professional competency and practice behavior. Finally, a discussion of the practical ways SWKs and SLPs can be trained in order to be mutually supportive in meeting the needs of children requiring multidisciplinary services through a collaborative or trans-team approach is provided.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A