Full metadata
Title
CLASS Therapy Model: Creating SLP and Teacher Partnerships Through Interprofessional Collaborative Practices in the K-8 School Setting
Description
Despite the increasing number of elementary and secondary school students with language and learning disabilities and federal laws mandating ongoing collaboration among diverse school professionals, the implementation and maintenance of Interprofessional Collaborative Practices (ICP) and classroom-based therapy services among teachers and speech-language pathologists (SLPs) is low. Teachers and SLPs need training to implement and maintain ICP and classroom-based therapy services. An interprofessional community of practice (ICoP) framework was developed to operationalize ICP competencies into measurable knowledge, skills, attitudes, and practice behaviors. These were incorporated into designing, implementing, and assessing the ICoP framework’s activities and outputs. Thus, the purpose of this mixed methods action research study was to examine the impact of the ICoP framework on teacher and SLP participants’ knowledge and self-efficacy of ICP competencies. The study also sought to build participants’ capacity to implement and maintain classroom-based therapy services for students with language and literacy impairments in an inclusive classroom setting. Participants included four general education teachers, five special education teachers, and three SLPs in a K-8 public school district in the southwest region of Arizona. Inferential statistics and thematic analysis were used to analyze participants’ responses to surveys, semi-structured interviews, and logbook entries before and after the eight-week innovation. Results from the data analysis showed that teachers and SLPs demonstrated a significant increase in knowledge and self-efficacy of ICP.
Date Created
2023
Contributors
- Miller, Rebecca (Author)
- Puckett, Kathleen (Thesis advisor)
- Lilly, Kristen (Committee member)
- Mathur, Sarup (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
209 pages
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.2.N.190756
Level of coding
minimal
Cataloging Standards
Note
Partial requirement for: Ed.D., Arizona State University, 2023
Field of study: Leadership and Innovation
System Created
- 2023-12-14 01:14:50
System Modified
- 2023-12-14 01:14:55
- 9 months ago
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