No AccessSIG 9 Hearing and Hearing Disorders in ChildhoodArticle1 Jan 2017

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

Kristina M. Blaiser
Mary Ellen Nevins

Department of Communication Sciences and Disorders, Idaho State UniversityMeridian, Idaho

https://doi.org/10.1044/persp2.SIG9.3

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

References

Accommodation. (n.d.). In Dictionary.com Unabridged. Retrieved from http://www.dictionary.com/browse/
Google Scholar
Advanced Bionics. (2017). Tools for schools. Retrieved from https://www.advancedbionics.com/content/advancedbionics/us/en/home/support/tools-for-schools.html
Google Scholar
Cole, E., & Flexer, C. (2016). Children with hearing loss developing listening and talking (3rd ed.). San Diego, CA: Plural Publishing.
Google Scholar
Covey, S. (1989). Seven habits of highly successful people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Google Scholar
Edmondson, A. (1999). Psychological safety and learning behavior in work teams.Administrative Science Quarterly, 44, 350–383.
Google Scholar
Giles, H., Coupland, J., & Coupland, N. (1991). Contexts of accommodation. New York, NY: Cambridge University Press.
Google Scholar
Mirivel, J. (2014). The art and science of positive communication. New York, NY: Peter Lang Publishing.
Google Scholar
Muñoz, K., & Blaiser, K. (2011). Audiologists and speech-language pathologists: Making critical cross-disciplinary connections for quality care in Early Hearing Detection and Intervention.Perspectives on Audiology, 7, 34–42. https://doi.org/10.1044/poa7.1.34
ASHAWire Google Scholar
Pecukonis, E., Doyle, O., & Bliss, D. L. (2008). Reducing barriers to interprofessional training: Promoting cultural competence.Journal of Interprofessional Care, 22, 417–428. https://doi.org/10.1080/13561820802190442
Google Scholar
Souza, P. (2017). Improving audibility: The foundation of speech understanding. The Alexander Graham Bell Association for the Deaf and Hard of Hearing. Retrieved from https://www.agbell.org/ImprovingAudibility/
Google Scholar
The Moog Center for Deaf Education. (2008). Team tacking for children with cochlear implants. Retrieved from http://thebookstore.moogcenter.org/team-tracking-forms-hearing-aids/
Google Scholar
Weiss, D., Tilin, F., & Morgan, M. (2014). The interprofessional health care team: Leadership and development (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
Google Scholar
World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Geneva, Switzerland: Author.
Google Scholar