Are you sure you want to delete this post?
Remove
Cancel
Internet Explorer is no longer a supported browser for the Communication Matrix so features may be missing. Please switch to a different browser, such as Firefox or Chrome.
1 likes
2070 views
Interdisciplinary Team Collection Resources Page
Brandon Eddy
1/26/2017 5:20 PM
This post provides a summary of all the resources listed throughout the “Interdisciplinary Teamwork” posts as well as several additional resources for those seeking additional information. I hope you have enjoyed this collection of posts on the topic of interdisciplinary teamwork. Though there are many barriers to establishing standards of interdisciplinary education or implementing interdisciplinary teamwork with all team members, the benefits to our clients and our professional communities far outweigh the challenges. Special thanks to Erin Bricker, speech-language pathologist at Willamette ESD in Salem, OR., for reviewing this collection of posts and for excellent collaborative discussions from the perspective of a school-based speech-language pathologist. Thank you for taking the time to read about this important topic, and I hope that the resources we shared will support your team in improving the quality of interdisciplinary team care you provide.
Resources Page
ASHA’s website on interprofessional education and interporefessional practice
Free ASHA webinar (0.2 CEUs) on interprofessional practice
- Dixon, D., Fagan, E., McNeilly, L., & Nunez, L. (2015). The what, the why, the how of professional collaboration. Retrieved from http://www.asha.org/Practice/The-Why-What-and-How-of-Interprofessional-Collaboration/
The Interprofessional Professionalism Collaborative is in process of establishing a tool to evaluate student learners in their interdisciplinary teamwork
Please refer to Rogers & Nunez (June, 2013) for several additional resources and a glossary of interprofessional terms
For details on evidence in support of interprofessional education and an example of interprofessional education, refer to Ogletree (June, 2015)
Free e-text book on interprofessional education and interprofessional practice via ASHA
- Johnson, A. (August, 2016). Interprofessional education and interprofessional practice in communication sciences and disorders: An introduction and case-based examples of implementation in education and health care settings. Retrieved from http://www.asha.org/uploadedFiles/IPE-IPP-Reader-eBook.pdf.
Leadership Education in Neurodevelopment and related Disabilities (LEND) is a national interdisciplinary training program funded through the Maternal Child Health Bureau Title V program. LEND is an excellent resource for those interested in learning more about interdisciplinary clinics. See https://www.aucd.org/directory/directory.cfm?program=LEND for a complete list of programs
Printable posters, bookmarks, and tags that can be shared with your team to support AAC implementation
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #1. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-1/
- Zangari, C. (August, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #2. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-2/
- Zangari, C. (September, 2015). AAC teamwork: Encouraging colleagues – PrAACtical tool #3. Retrieved from http://praacticalaac.org/praactical/aac-teamwork-encouraging-colleagues-praactical-tool-3/
Family Needs Survey – Tool from OHSU OCCYSHN to learn about family needs and if they may benefit from a consult with a social worker
References
American Speech-Language Hearing Association (ASHA) (May, 2016). Interprofessional practice survey results. Retrieved from http://www.asha.org/uploadedFiles/2016-Interprofessional-Practice-Survey-Results.pdf.
Bird, M. & Kusior, A. (2016). Interprofessional Collaboration: AAC. Illinois State University Theses and Dissertations. Paper 560.
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.
Copley, J. & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 8(2), 62-80.
Dudding, C. C., Hulton, L., & Stewart, A. L. (November, 2016). Simulated patients, real IPE lessons. The ASHA Leader, 21, 52-59.
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, England: UK Centre for the advancement of Interprofessional Education.
Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://ipecollaborative.org/uploads/IPEC-2016-Updated-Core-Competencies-Report__final_release_.PDF.
Light, J. C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(4), 137-144.
Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.
Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), doi: 10.1186/1478-4491-11-19.
Rogers, M. & Nunez, L. (June, 2013). From my perspective: How do we make interprofessional collaboration happen? The ASHA Leader, 18, 7-8.
Thylefors, I. (2012). All professionals are equal but some professionals are more equal than others? Dominance, status, and efficiency in Swedish interprofessional teams. Scandinavian Journal of Caring Sciences, 26(3), 505-512.
Todis, B. & Walker, H. M. (1993). User perspectives on assistive technology in educational settings. Focus on Exceptional Children, 26(3), 1-16.
Wilkinson, K. & Young Na, J. (June, 2015). Interprofessional practice in developing an AAC system for children with Down syndrome. Perspectives on Augmentative and Alternative Communication, 24, 114-121.
Zraick, R. I., Harten, A. C., & Hagstrom, F. (2014). Interprofessional education and practice: A primer for training future clinicians. Perspectives on Issues in Higher Education, 17(2), 39-46.
Speech-Language Pathologist,Educator,Occupational Therapist,Physical Therapist,Researcher,Other,teamwork
This post is part of the collection
0 Replies
© 2026 Charity Rowland, Ph.D.
Site by State33 and Smith & Connors
Add this post to
Write a note about why you chose this post to appear in your collection.
Try the Matrix
Please select a statement below that describes the type of matrix administration that you would like to begin.
Please wait while we process the matrix ...
You are about to TRY the Matrix Assessment tool.
Your information will not be saved unless you register. You may register for free at anytime throughout the tryout by clicking the orange button bottom right.
Your information is private.
The information you enter in the assessment is completely secure and cannot be identified. When you use this free service, we ask you to provide some very basic information about the individual you are assessing (gender, age, ethnic background, country of residence, disability and specific impairments) and your relationship to that person. However, we have no way of indentifying who has used this service.
Teachers:
Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Please choose which credits you would like to use for this assessment