What Is Working for Practitioners: A Mixed Method Analysis Using the Collaborative Practice Assessment Tool.

Interprofessional practice (IPP) is thought to increase coordination of care and provide numerous benefits for clients and practitioners. While the importance of interprofessional education and practice has been emphasized in the literature and by numerous organizations including the World Health Organization, understanding what is working for practitioners is still elusive. Using the World Health Organization's framework regarding IPP and the Interprofessional Education Collaborative (IPEC) guidelines and competencies, this research attempted to identify what is working for practitioners when it comes to IPP and where opportunities for growth are still evident. The Collaborative Practice Assessment Tool was distributed to practitioners across disciplines, with a focus on speech-language pathologists and behavior analysts, and both qualitative and quantitative measures were analyzed to determine what reported IPP strategies are in use. Results indicated that practitioners are more similar than they are different when it comes to what is working with regard to the IPEC competencies (i.e., values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams and teamwork) and where change is needed. Discussion and suggestions relevant to clinical practice were identified and a call for development of IPP training across and within disciplines based on IPEC competencies is recommended.

Sensitivity and specificity of pupillary light reflex measures for ASD using monocular pupillometry.

INTRODUCTION: Automated hand-held pupillometry demonstrates precision accuracy, offering promise for augmenting ASD screening. METHODS: Monocular pupillometry was examined in children and adolescents (36 ASD; 24 TD). Multiple logistic regression and receiver operating characteristic analysis assessed PLR metrics and diagnostic status. RESULTS: Constriction time (Ct1) (ASD: M = 0.69, SD = 0.21; TD: M = 0.82, SD = 0.18; t(58 = 2.37; p = 0.02) and return to baseline (RTB T75) (ASD: M = 2.93, SD = 1.21; TD: M = 2.32, SD = 1.08; t(58) = - 2.03; p = 0.04) predicted ASD (ß = - 1.31, OR = 0.27; RTB T75, ß = 0.156, OR = 1.162). Sensitivity = 74.8%, when RTB ≥ 1.83 s and 69.4% when Ct1 = 0.785 s. CONCLUSION: Findings suggest monocular pupillometry captures differences detecting ASD.

Speech-Language Pathologists and Behavior Analysts: A Survey of Video Modeling Use and Perspectives.

Speech-language pathologists (SLPs) and board-certified behavior analysts (BCBAs) work with clients with autism spectrum disorder (ASD). In general, these practitioners support a variety of skills during treatment, including language, social skills, daily living, and academics. Video modeling (VM) is an intervention that is often used to improve skills (e.g., independent living, social, behavioral, academic) for clients with disabilities. It is unknown how SLPs and BCBAs are specifically using VM to support clients, including those with ASD. The primary purpose of this study was to use an existing perception scale to analyze SLPs' and BCBAs' perspectives on and use of VM. Results have indicated that while most practitioners have heard of VM and use it with clients, barriers related to training and video creation still exist. VM is still predominantly used in clinics and special education classrooms, indicating that this evidence-based strategy is being used, but more training and generalization support is needed.

Promoting imitation in young children with autism: a comparison of reciprocal imitation training and video modeling.

The inability to imitate is a salient diagnostic marker for autism. It has been suggested that for children with autism, imitation may be a prerequisite skill that can assist in the development of various skills. Using a multiple baseline design across subjects, the purpose of this research was to determine if two interventions, reciprocal imitation training and video modeling were effective in promoting imitation acquisition in young children with autism. Six boys were matched across various features (i.e., age, language, autism severity) and randomly placed in a treatment condition. Results indicated that all six participants increased their imitation skills to varying degrees in both conditions, and imitation maintained and generalized at higher than baseline levels post treatment.