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Posters Advancing Comprehensive Early Childhood Intervention ECI INFRASTRUCTURE Topic - Transdisciplinary Teams p5.38 Implementing a Transdisciplinary Model in a Private Clinic: The Experience of Núcleo CASA Presenting Author: Francisca Silva Ferreira (Portugal) Affiliation: Núcleo CASA – Psychology, Education, and Development Co-Authors: Sofia Charrua, Marisa Gouveia e Serra, Catarina Grande, Vânia Oliveira
Session 5
Núcleo CASA - Psychology, Education, and Development is a private clinic dedicated to implementing a transdisciplinary model in early intervention. This approach emphasizes collaboration across disciplines, integrating the expertise of psychology, child psychiatry, speech therapy, and occupational therapy to deliver holistic and family-centered intervention. The transdisciplinary approach involves role release, where professionals share knowledge and skills beyond their traditional scopes, ensuring consistent and cohesive support for children and families. Data collection involved interviews with staff. Results highlight the effectiveness of the transdisciplinary approach in improving professional satisfaction and intervention adherence. Additionally, the model fostered stronger teamwork among staff, leading to higher job satisfaction and professional growth. On the other hand, challenges remain, including resource limitations and the need to achieve seamless integration of roles. Despite obstacles, we stand out committed to transdisciplinary care focusing on innovation, child-centered interventions a lasting impact. p5.39 A Physical Therapist as a Case Mediator (Family Service Provider) in a Transdisciplinary ECI Model Presenting Author: Fedkiv Yuliia (Ukraine) Affiliation: Physical therapist at rehab center Dzherelo, Lviv, Ukraine Co-Author: Liubov Kolomieiets One member of the transdisciplinary team is selected as the case mediator and maintains constant interaction with the family and the child. Transdisciplinary team members must collaborate to meet the needs of children and families. Transdisciplinary team members must be ready to share knowledge, work, and learn beyond specific disciplines. The team and the family develop a comprehensive plan jointly, and the family becomes an integral part of the team. As a case mediator, the physical therapist regularly works with the family and the child, supported by other team members, advising on strategies to ensure the best learning opportunities for the child and family. In addition to their professional duties, physical therapists teach children and their parents to communicate using visual support and gestures, which is important for the child's psychological, motor, and social development. p5.40 Psychological Safety and Early Intervention Teaming Early intervention teaming will be considered through the framework of psychological safety, examining how home visiting and IFSP meetings can create an environment of interpersonal trust and respect. This session will review psychological safety through the lens of implementation science, including discussion of the characteristics of highly functioning teams, stages of psychological safety, and application to early intervention. p5.41 Reflective Practices - A Team Process - Collaborative Consultancy Presenting Author: Inês Lobo (Portugal) Affiliation: Odemira Early Intervention Local Team Co-Author: Lurdes Cardoso Presenting Author: Kristen Votava (USA) Affiliation: University of North Dakota Co-Author: Carol Johnson The purpose of this poster is to present the strategies used by the Odemira Early Intervention Team, motivated by the ambition to develop Recommended Practices. Where are we today? How did we get here? Where do we want to go? How do we do it? After our “childhood” phase, where we learned by exploring our environment, we are now in an introspective “adolescence”. We learned about Recommended Practices, the ecological development model, transdisciplinary and collaborative consultancy. But do we know how to put this knowledge at the service of our action with caregivers? How do we implement it? We are convinced that the team is the foundation of the whole early intervention system. Valuing systematic reflective practices as a team aims to empower key caregivers to maximize learning opportunities for children's development and well-being through deliberate, consistent and equitable intervention. p5.42 Teaming Practices in Early Childhood Intervention (Birth-3): Research Findings and Recommended Practices This poster will describe a mixed-methods study conducted by our research team on the teaming practices utilized in early childhood intervention (ECI) in the U.S. We used a convergent mixed methods design to explore the perspectives of early childhood professionals who had experience participating on one or more teams comprised of multiple disciplines (e.g., early childhood special educators, occupational therapists, physical therapists, speech-language pathologists) serving infants and toddlers and their families in home-based early intervention services. We will summarize the purpose, methods, and findings of the study investigating the SLPs’ attitudes toward interprofessional collaboration, how their attitudes aligned with reported teaming practices, and how practices aided in supporting diverse children and families. Discussion will include implications and recommendations for how ECI personnel engage in teaming in global early childhood intervention contexts. Presenting Author: Heidi L. Burke (USA) Affiliation: University of Colorado Denver Co-Authors: Renee Charlifue-Smith, Renae Cuevas Dias, Nancy Leech, Elizabeth A. Steed
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