TY - JOUR
T1 - Teachers and occupational therapists as interprofessional teammates
T2 - Implementation of an adapted social-emotional learning curriculum
AU - Benevides, Teal W.
AU - Barker, Kim Stevens
AU - Lamb, McKenzie
AU - Knight, Delaney
AU - Long, Tori H.
AU - Bloder, Margaret
AU - Crews, Taylor
AU - Su, Sterling
N1 - Publisher Copyright:
© 2022 Elsevier Inc.
PY - 2022/12
Y1 - 2022/12
N2 - Research supports health and educational benefits of social emotional learning (SEL) for children, particularly in lower socio-economic school settings. However, limited data exist on adaptation and implementation of such curricula by collaborating educators and health professionals for children with developmental and learning needs. We conducted a qualitative study to understand interprofessional experiences between a Kindergarten classroom teacher and occupational therapy (OT) personnel who implemented an adapted literacy-focused SEL program in the classroom for children ages 5–6 years old at high-risk for behavioral, developmental, and learning needs. This article describes themes that emerged from analysis of semi-structured interviews and observations conducted with participants implementing the study within the Title I school. The themes are: limited role understanding, contextual factors impacted interprofessional collaboration, and the perceived positive impact of SEL on students. While educators and related-service professionals can effectively implement classroom-level interventions for children with and without identified disabilities, future interprofessional education opportunities should develop role understanding and enhance team communication during pre-service learning.
AB - Research supports health and educational benefits of social emotional learning (SEL) for children, particularly in lower socio-economic school settings. However, limited data exist on adaptation and implementation of such curricula by collaborating educators and health professionals for children with developmental and learning needs. We conducted a qualitative study to understand interprofessional experiences between a Kindergarten classroom teacher and occupational therapy (OT) personnel who implemented an adapted literacy-focused SEL program in the classroom for children ages 5–6 years old at high-risk for behavioral, developmental, and learning needs. This article describes themes that emerged from analysis of semi-structured interviews and observations conducted with participants implementing the study within the Title I school. The themes are: limited role understanding, contextual factors impacted interprofessional collaboration, and the perceived positive impact of SEL on students. While educators and related-service professionals can effectively implement classroom-level interventions for children with and without identified disabilities, future interprofessional education opportunities should develop role understanding and enhance team communication during pre-service learning.
KW - Collaboration
KW - Interprofessional education
KW - Occupational therapy
KW - Social-emotional learning
UR - http://www.scopus.com/inward/record.url?scp=85142326538&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85142326538&partnerID=8YFLogxK
U2 - 10.1016/j.xjep.2022.100573
DO - 10.1016/j.xjep.2022.100573
M3 - Article
AN - SCOPUS:85142326538
SN - 2405-4526
VL - 29
JO - Journal of Interprofessional Education and Practice
JF - Journal of Interprofessional Education and Practice
M1 - 100573
ER -