2,008
Views
7
CrossRef citations to date
0
Altmetric
Article

Interprofessional Collaborative Practice between Occupational Therapists and Behavior Analysts for Children with Autism

, MS, OTR/L & , Ed.S., BCBA
Pages 466-475 | Received 20 Mar 2019, Accepted 22 Sep 2019, Published online: 07 Oct 2019

References

  • American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 68(Supplement 1), S1–S48. doi:10.5014/ajot.2014.682006
  • American Occupational Therapy Association. (2017). Vision 2025. American Journal of Occupational Therapy, 71, 7103420010. doi:10.5014/ajot.2017.713002
  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97. doi:10.1901/jaba.1968.1-91
  • Behavior Analyst Certification Board. (2012). Model act for licensing/regulating behavior analysts. Retrieved from http://www.bacb.com/downloadfiles/BACB_Model_Act.pdf
  • Behavior Analyst Certification Board. (2012). Board Certified Behavior Analyst (BCBA) task list. Retrieved from http://www.bacb.com/Dowloadfiles/TaskList/BACB_Fourth_Edition_TaskList.pdf
  • Behavior Analyst Certification Board. (2014). Applied behavior analysis treatment of autism spectrum disorders: Practice guidelines for healthcare funders and managers. Littleton, CO: Author.
  • Bozkus-Genc, G., & Yucesoy-Ozkan, S. (2016). Meta-analysis of pivotal response training for children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 51(1), 13–26.
  • Brodhead, M. T. (2015). Maintaining professional relationships in an interdisciplinary setting: Strategies for navigating nonbehavioral treatment recommendations for individuals with autism. Behavior Analysis in Practice, 8(1), 70–78. doi:10.1007/s40617-015-0042-7
  • Case-Smith, J., & O’Brien, J. C. (2010). Occupational therapy for children. Maryland Heights, MO: Elsevier Health Sciences.
  • Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). Bethesda, MD: AOTA Press.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied behavior analysis, third edition. Retrieved from https://www.pearson.com/us/higher-education/program/Cooper-Applied-Behavior-Analysis-3rd-Edition/PGM1784647.html
  • Costa, U. M., Brauchle, G., & Kennedy-Behr, A. (2017). Collaborative goal setting with and for children as part of therapeutic intervention. Disability and Rehabilitation, 39, 1589–1600. doi:10.1080/09638288.2016.1202334
  • Delahooke, M. (2019). Beyond behaviors: Using brain science and compassion to understand and solve children’s behavioral challenges. Eau Claire, WI: PESI.
  • Durand, V. M., & Crimmins, D. B. (1992). The Motivation Assessment Scale (MAS) administration guide. Topeka, KS: Monaco and Associates.
  • Gage, M., & Polatajko, H. (1994). Enhancing occupational performance through an understanding of perceived self-efficacy. American Journal of Occupational Therapy, 48(5), 452–461. doi:10.5014/ajot.48.5.452
  • Gowen, E., & Hamilton, A. (2013). Motor abilities in autism: A review using a computational context. Journal of Autism and Developmental Disorders, 43(2), 323–344. doi:10.1007/s10803-012-1574-0
  • Griffin, R. (2017). Engaging in interprofessional practice in schools: A case example. Perspectives of the ASHA Special Interest Groups, 2(16), 71–80. doi:10.1044/persp2.SIG16.71
  • Kasperski, M. Toronto, ON: Ontario college of family physicians. (2000). Implementation strategies: ‘Collaboration in primary care – Family doctors and nurse practitioners delivering shared care’. Retrieved from http://www.cfpc.ca/English/CFPC/CLFM/bibnursing/default.asp?s=1
  • Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65–75. doi:10.1002/(ISSN)1520-6807
  • Kestner, K. M., Peterson, S. M., Eldridge, R. R., & Peterson, L. D. (2019). Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in School Settings. Behavior Analysis in Practice, 12(2), 452–465.
  • LaFrance, D. L., Weiss, M. J., Kazemi, E., Gerenser, J., & Dobres, J. (2019). Multidisciplinary teaming: Enhancing collaboration through increased understanding. Behavior Analysis in Practice, 12, 709–726. doi:10.1007/s40617-019-00331-y
  • LaRue, R., Weiss, M. J., & Cable, M. K. (2009). Functional communication training: The role of speech pathologists and behavior analysts in serving students with autism. Journal of Speech Language Pathology and Applied Behavior Analysis, 2(3), 164–172. doi:10.1037/h0100244
  • Laverdure, P., Cosbey, J., Gaylord, H., & LeCompte, B. (2017). Providing collaborative and contextual service in school contexts and environments. OT Practice, 22(15), CE1–CE8.
  • Mancil, G. R., Haydon, T., & Boman, M. (2016). Differentiated effects of sensory activities as abolishing operations via non-contingent reinforcement on academic and aberrant behavior. Education and Training in Autism and Developmental Disabilities, 51(1), 93.
  • Mathiowetz, V., & Bass-Haugen, J. (2008). Assessing abilities and capacities: Motor behavior. In M. V. Radomski & C. A. Trombly Latham (Eds.), Occupational therapy for physical dysfunction (6th ed., pp. 187–211). Philadelphia, PA: Lippincott Williams & Wilkins.
  • Miller-Kuhaneck, H., & Watling, R. (2010). Autism: A comprehensive occupational therapy approach (3rd ed.). Bethesda, MD: AOTA Press.
  • Mueller, M., Palkovic, C., & Maynard, C. (2007). Errorless learning: Review and practical application for teaching children with pervasive developmental disorders. Psychology in the Schools, 44(7), 691–700. doi:10.1002/(ISSN)1520-6807
  • National Autism Center. (2015). Evidence-based practice and autism in the schools (2nd ed.). Randolph, MA: Author.
  • Nelson, D. L., & Jepson-Thomas, J. (2003). Occupational form, occupational performance, and a conceptual framework for therapeutic occupation. In P. Kramer, J. Hinojosa, & C. Brasic-Royeen (Eds.), Perspectives in human occupation: Participation in life (pp. 87–155). Philadelphia, PA: Lippincott Williams & Wilkins.
  • Newhouse-Oisten, M., Peck, K., Conway, A., & Frieder, J. (2017). Ethical considerations for interdisciplinary collaboration with prescribing professionals. Behavior Analysis in Practice, 10, 145–153. doi:10.1007/s40617-017-0184-x
  • Roberts, J. E., King-Thomas, L., & Boccia, M. L. (2007). Behavioral indexes of the efficacy of sensory integration therapy. American Journal of Occupational Therapy, 61, 555–562. doi:10.5014/ajot.61.5.555
  • Scheibel, G., & Watling, R. (2016). Collaborating with behavior analysts on the autism service delivery team. OT Practice, 21(7), 15–19.
  • Stephenson, P., & Holt, E. (2019). Autism and OT: Collaborating to support participation in the classroom. OT Practice, 24(2), 10–13.
  • Stone, S. I., & Charles, J. (2018). Conceptualizing the problems and possibilities of interprofessional collaboration in schools. Children & Schools, 40, 185–192. doi:10.1093/cs/cdy011
  • Welch, C. D., & Polatajko, H. J. (2016). Applied behavior analysis, autism, and occupational therapy: A search for understanding. American Journal of Occupational Therapy, 70(4), 7004360020p1–7004360020p5. doi:10.5014/ajot.2016.018689
  • Whiting, C. C. (2018). Trauma and the role of the school-based occupational therapist. Journal of Occupational Therapy, Schools, & Early Intervention, 11(3), 291–301. doi:10.1080/19411243.2018.1438327
  • World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice (No. WHO/HRH/HPN/10.3). Geneva: Author.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.