Survey of Interdisciplinary Activity between Occupational Therapists and Speech Language Pathologists in the Public Schools

Abstract

A national survey was conducted to study the interdisciplinary activities between occupational therapists and speech language pathologists in the public schools. The purposes of the study were twofold: 1) to determine as much as possible about how, when, and where these professional groups collaborated in their therapeutic assessment intervention and communication, and 2) to determine those perceived barriers to interdisciplinary activity. Analysis of the data from 344 (66%) occupational therapists and 255 (47%) speech language pathologists (n = 528 and n = 545, respectively), revealed amazingly similar responses. This survey of occupational therapists and speech language pathologists in the public schools was done after completing a national survey of the same professional groups working in the medical setting. Results indicated that occupational therapists and speech language pathologists in the public schools engage in interdisciplinary cooperative planning and treatment infrequently, yet they reported these activities to be very valuable. The interdisciplinary activities as reported by 96% of the speech language pathologists and 59% of the occupational therapists are self-instigated as opposed to being facilitated by their job description or by administrative directive. These clinicians expressed positive benefits from interdisciplinary activity because it allows for a broad exchange of information, enhancement of one's education, and improvement in the quality of therapy. The primary factors perceived to limit interdisciplinary activity were similar to those perceived in the medical setting, namely staff shortages, financial constraints, and physical location.