JCPSLP Vol 22 No 1 2020

Table 1. Summary and appraisal of evidence

Study design: Literature review

Bruce, S. M. & Bashinski, S.M. (2017). The Trifocus Framework and interprofessional collaborative practice in severe disabilities. American Journal of Speech-Language Pathology , 26 (2), 162–180.

Setting: Home, school

Stakeholders: SP, OT, PT, family

Target: People with communication disability

Limitations: Limited scope of search conducted

Study design: Framework review

McNeilly, L. G. (2018). Using the International Classification of Functioning, Disability and Health Framework to achieve interprofessional functional outcomes for young children: A speech-language pathology perspective. Pediatric Clinics of North America , 65 (1), 125–134.

Setting: Various clinical contexts

Stakeholders: Paediatricians, SP, OT, PT

Target: Children with various disabilities

Limitations: Limited clinical application

Study design: Expert opinion

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 (2), 157–161

Setting: Various clinical contexts

Stakeholders: SP, client, family, OT, PT, teachers & social workers

Target: People with disabilities

Limitations: Limited clinical application

Study design: Single-case study

Ogletree, B.T., Brady, N., Bruce, S., Dean, E., Romski, M., Sylvester, L. & Westling, D. (2017). Mary’s case: An illustration of interprofessional collaborative practice for a child with severe disabilities. American Journal of Speech-Language Pathology , 26 (2), 217–226.

Setting: Various clinical contexts

Stakeholders: SP, OT, PT, teacher

Target: Birth – adulthood

Limitations: Low level of evidence

Study design: Single-case study

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.

Setting: Community and pre-school

Stakeholders: PT & SP

Target: 3 years of age

Limitations: Low level of evidence

Study design: Systematic review

Zwarenstein, M., Goldman, J., & Reeves, S. (2009). Interprofessional collaboration: Effects of practice-based interventions on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews , 2009 (3). https://doi.org/10.1002/14651858.CD000072.pub2

Setting: Various clinical contexts

Stakeholders: Various

Target: Various

Limitations: Limited review to RCTs only; unable to provide meta- analysis

assessment and adaptations of environments is best achieved through an IPCP approach. • Augmenting input relates to supplementing verbal speech with non-speech communication strategies, in order to support multi-modal understanding. While the authors acknowledge the expertise of speech pathologists in facilitating this process, they identify the importance of an IPCP approach to provide comprehensive holistic assessment and intervention, and achieve optimal access and use of augmented communication supports.

• Increasing communication opportunities involves skilled partners facilitating additional opportunities for individuals with severe disabilities to communicate. Again the authors emphasise that the up-skilling of professionals and consistent use of strategies across communication partners and contexts is contingent on an IPCP approach. • Modifying the communication environment refers to enhancing the environment to be responsive to the needs of individual/s, and conducive to effective communication. Once again, the authors advocate that

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JCPSLP Volume 22, Number 1 2020

Journal of Clinical Practice in Speech-Language Pathology