Collaboration between professionals is essential when working with children who use augmentative and alternative communication (AAC), given the complexity of their communication and sensory-motor needs. One potential model for interdisciplinary collaboration is co-treatment, where professionals from different disciplines conduct sessions jointly (Ogletree, 2017). However, there is a lack of studies in the literature regarding how speech-language pathologists (SLPs) and occupational therapists (OTs) coordinate and implement co-treatment in AAC-focused care. This presentation explores how these professionals approach and carry out co-treatment sessions with children who use AAC.
This qualitative study utilized semi-structured interviews of ten dyads (pairs of SLPs and OTs) working in an outpatient pediatric setting. Participants were recruited via email and chose to participate in either in-person or virtual interviews lasting 30 to 45 minutes. All interviews were recorded, transcribed, and analyzed using thematic analysis with NVivo software. The research focused on gaining insight into the experience of co-treatment from the perspective of practicing clinicians.
Thematic analysis revealed four major themes across interviews. The first theme, Considerations Before a Co-Treat Session, highlighted how professionals jointly plan, determine roles, and conduct evaluations to determine need for co-treatment, to ensure they meet the child’s needs in their session. The second theme, Actions During a Co-Treatment Session, examined the dynamic interactions between therapists, including shared responsibilities in developing treatment activities together to facilitate communication and sensory regulation. The third theme, Activities After a Session, identified collaborative post-session reflection and documentation practices. The final theme, Barriers and Benefits to a Co-Treatment Model, identified the challenges such as scheduling, billing, and complexity of caseload, as well as the perceived benefits of increased interdisciplinary understanding and improved child outcomes.
Participants reported that co-treatment allowed them to address the complex needs of children who use AAC more comprehensively. SLPs and OTs described increased efficiency in targeting shared goals, mutual professional support, and enhanced patient engagement. The co-treatment model was also seen as contributing to more cohesive plan of care, better integration of communication strategies into functional activities, and improved rapport with families.
This research highlights the potential impact of co-treatment as a meaningful and effective model for interdisciplinary AAC therapy services. Despite systemic and logistical barriers, clinicians expressed strong support for continuing to co-treat, citing benefits for their professional growth and the children they serve.
By the end of this presentation, attendees will be able to: (1) list three potential reasons for pursuing a co-treatment approach for children who use AAC; (2) describe four key themes derived from interviews with SLPs and OTs at one institution in the Midwest United States; and (3) discuss three collaborative strategies that clinicians can apply when working together to support children who use AAC. This study contributes foundational knowledge to the underexplored area of interdisciplinary AAC therapy services and offers practical insights into how co-treatment can enhance the service delivery for this population.
References:
* Cassidy, C., Winter, P., & Cumbia, S. (2020). An interprofessional early childhood training program: Speech-language pathology and music therapy student outcomes and reflections. Journal of Interprofessional Care, 34(6), 819–821. https://doi.org/10.1080/13561820.2019.1696761
* Jordan, K.A., & Lofland, K.B. (2016). Collaborative teaming: OT and SLP co-treatment of autism spectrum disorders. In T.A. Cardon (Ed.), Technology and the Treatment of Children with Autism Spectrum Disorder (pp. 49-57). Springer International Publishing. https://doi.org/10.1007/978-3-319-20872-5_5
* Odeh, C. E., Martell, R., Griffin, S., Johnson, E. R., & Gladfelter, A. L. (2020). Motor-based interventions improve language outcomes in children with autism: A systematic review. Clinical Archives of Communication Disorders, 5(1), 1–7. https://doi.org/10.21849/cacd.2020.00192
* Ogletree, B.T. (2017). Addressing the communication and other needs of persons with severe disabilities through engaged interprofessional teams: Introduction to a clinical forum. American Journal of Speech-Language Pathology, 26, 157-161. https://doi.or/10.1044/2017_AJSLP-15-0064
* Sylvester, L., Ogletree, B. T., & Lunnen, K. (2017). Cotreatment as a vehicle for interprofessional collaborative practice: Physical therapists and speech-language pathologists collaborating in the care of children with severe disabilities. American Journal of Speech-Language Pathology, 26(2), 206–216.
