The State of Interprofessional Practice Between Behavior Analysts and Speech-Language Pathologists

The State of Interprofessional Practice Between Behavior Analysts and Speech-Language Pathologists | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The State of Interprofessional Practice Between Behavior Analysts and Speech-Language Pathologists Sara Snyder, Heartley Huber, Danika Pfeiffer, Dannette Murray This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8874349/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 6 You are reading this latest preprint version Abstract Interprofessional practice (IPP) is necessary to ensure assessment and interventions are designed and implemented both efficiently and effectively. We sought to investigate how Board Certified Behavior Analysts (BCBAs) and Speech-Language Pathologists (SLPs) engage in IPP. Both professionals may provide evaluations and interventions related to communication in schools and community-based healthcare systems. We disseminated a survey to BCBAs and SLPs to elicit information about their collaboration with each other. Topics included: (a) frequency of collaboration and communication with the other professional; (b) confidence engaging in IPP; (c) interprofessional training experiences; (d) barriers and facilitators to collaboration with the other profession; and (e) willingness to accept recommendations from the other professional. Our findings indicate that both BCBAs and SLPs want further training on how to communicate effectively to designate tasks and execute intervention plans. SLPs identified lack of a shared philosophy as a barrier to collaborating with BCBAs, which was not reported by BCBAs as a barrier to collaborating with SLPs. Both professionals are more likely to accept the other’s recommendation when they are already collaborating frequently. Additional findings, recommendations for practice, limitations, and areas for future research are discussed. interprofessional practice collaboration teamwork training speech language pathology Figures Figure 1 Introduction The current educational service landscapes require practitioners to work collaboratively on interprofessional teams. Interprofessional practice (IPP) is defined as instances when “multiple health workers from different professional backgrounds provide comprehensive services by working with patients, students, their families, carers, and communities to deliver the highest quality of care and educational support across settings” (World Health Organization [WHO], 2010, p. 13). When implemented effectively, IPP has been shown to help prevent clinical and service delivery errors, increase client and student satisfaction, improve intervention fidelity and generalization, and enhance overall quality of life and functional outcomes (Bowman et al., 2024; Cadet et al., 2024; McCutcheon et al., 2020; Sezgin & Bektas, 2022). Board Certified Behavior Analysts (BCBAs) and Speech-Language Pathologists (SLPs) represent two professional groups with overlapping scopes of practice who often serve clients with disabilities, including autism, intellectual disability, social communication disorder, and developmental disabilities. Both BCBAs and SLPs are graduate-level independent practitioners who provide evaluations and interventions related to communication; however, their discipline-specific training and clinical practices are informed by different theoretical perspectives. BCBAs are trained in the science of applied behavior analysis (ABA), which emphasizes the relationships between behavior—including language—and their consequences (Association for Behavior Analysis International [ABAI], 2024), and SLPs often combine developmental, behavioral, cognitive, and social interactionist approaches in their practice (Cardon, 2017). Despite these differences in theoretical frameworks on their practice, collaboration between BCBAs and SLPs is essential to ensure clients with disabilities receive holistic, complementary, family-centered care that improves communication outcomes in an efficient manner. An essential precursor to effective IPP is interprofessional education (IPE), defined by the WHO (2010) as times when pre-service professionals from various disciplines come together to learn “about, from, and with each other to enable effective collaboration and improve health outcomes” (p. 13). The Interprofessional Education Collaborative (IPEC; 2023) has established four core competencies which guide IPE: (a) Values and Ethics: working with team members to maintain a climate of shared values, ethical conduct, and mutual respect; (b) Roles and Responsibilities: using the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes; (c) Communication: communicating in a responsive, responsible, respectful, and compassionate manner with team members; and (d) Teams and Teamwork: applying values and principles of the science of teamwork to adapt one’s own role in a variety of team settings. Explicit IPE is a prerequisite for practitioners, including BCBAs and SLPs, to work efficiently on IPP teams (Spaulding et al., 2021). Research shows that explicit IPE enhances positive attitudes towards other disciplines, mutual trust in their team, cross-professional knowledge, learners’ value placed on a team-based approach to care, and collaborative skills (Saragih et al., 2024; Spaulding et al., 2021). An important initial step in IPE is learning about each other's training and scope of practice to identify ways in which the two professions can complement and support one another in clinical practice. Overview of BCBAs and SLPs’ Pre-Service Training, Certification, and Licensure BCBAs are qualified to assess, analyze, and provide intervention focused on producing socially significant behavior change, including language and communication, social behavior, adaptive behavior, and functional skills (Association for Professional Behavior Analysts [APBA], 2024; Behavior Analyst Certification Board [BACB], 2024b). They often supervise other practitioners, including behavior technicians and assistant behavior analysts (Behavior Analyst Certification Board, 2024a). Though multiple organizations credential behavior analysts, the BCBA credential provided by the Behavior Analyst Certification Board (BACB) is the most prevalent (Dubuque & Kazemi, 2022). Currently, BCBAs must hold a Masters’ degree or higher and complete the requisite graduate-level coursework, guided by the BACB. By 2032, all BCBA candidates must obtain a graduate degree from an accredited program offering coursework in ABA. BCBAs also must complete up to 2000 supervised fieldwork hours prior to taking the BCBA certification exam. Once certified, BCBAs must complete 32 continuing education credits every two years, including four ethics credits (BACB, 2024a). Moreover, additional licensure is required in 33 states (BACB, 2024b). SLPs are certified to prevent, assess, diagnose, and provide intervention for individuals with speech, language, social communication, cognitive communication, and swallowing disorders (American Speech-Language-Hearing Association [ASHA], 2024). SLPs first complete a graduate program, consisting of at least 36 coursework credits in speech-language pathology and 400 hours of supervised clinical practicum experiences, and then must pass the Praxis examination in speech-language pathology (Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2023). To qualify for state licensure and ASHA’s Certificate of Clinical Competence, they also must complete a 9-month clinical fellowship, supervised by an SLP mentor who holds a Certificate of Clinical Competence (ASHA, n.d.-a). ASHA’s Certificate of Clinical Competence is a voluntary, recognized professional credential which requires SLPs to maintain high levels of professional standards and professional development (ASHA, n.d.-a). While some states require that SLPs have ASHA’s Certificate of Clinical Competence for licensure, others do not. To maintain ASHA’s Certificate of Clinical Competence, SLPs must complete 30 professional development hours during each 3-year certification maintenance interval (ASHA, n.d.-b). At least two hours must be : (a) in topics related to strengthening one’s ability to provide services aligning with the unique histories, values, and circumstances of individuals, families, and communities, and/or enhance capacity for self-reflection, adaptability, and collaboration with colleagues, students, externs, Clinical Fellows, assistants, professionals care partners, and others, as appropriate, and (b) at least one hour in ethics (ASHA, 2026). Licensure is required in all 50 states plus the District of Columbia, and 48 states and the District of Columbia require SLPs to complete varying continuing education hours for licensure renewal. Overlapping and Complementary Scopes of Practice Within their respective practices, many SLPs and BCBAs are responsible for improving communication skills (ABAI, 2024). Practitioners in both professions address expressive and receptive communication, pragmatic language skills, and the use of Augmentative and Alternative Communication (AAC) to support meaningful interaction (see Figure 1). ASHA (2016) explicitly recognizes that communication may be addressed collaboratively, provided each professional practices within their education and training, while the BACB acknowledges communication as a socially significant behavior appropriate for behavioral intervention when defined and measured behaviorally (BACB, 2020). A primary area of overlap is teaching communication as a replacement for challenging behavior, such as through Functional Communication Training (FCT). Both SLPs and BCBAs may teach requesting, initiating, and responding behaviors, assess environmental factors affecting communication, and target skill generalization across people and settings. In addition, the BACB (2020; 2024b) and ASHA (2016) highlight the importance of data-based decision-making, supporting generalization of communication skills across setting and people, and training caregivers, educators, and other relevant constituents to improve client outcomes. Though supporting communication skill development is an area of overlapping practice for BCBAs and SLPs, philosophical approaches and training to address communication skills vary by discipline, and clinicians’ scope of competence for supporting communication skills may vary. SLPs are more likely to have more thorough training in the development of speech and language and other areas of speech-language pathology, including fluency, voice, and swallowing disorders, that are outside the scope of practice for BCBAs. In contrast, BCBAs approach communication skills from a behavioral rather than developmental perspective, and BCBAs may have complementary skills that enhance the client’s ability to benefit from communication skills instruction (e.g., strategies for reducing interfering behavior and increasing prosocial behaviors; ABAI, 2024). Both professionals are required to adhere to evidence-based practices (Cardon, 2017). BCBAs may engage in direct service delivery (APBA, 2015). However, increasingly behavior analysts spend their time in consultative roles or serving clients indirectly (Mann et al., 2024) and supervising other professionals who provide direct services to clients (e.g., behavior technicians; Novack & Dixon, 2019). In contrast, SLPs typically spend more time providing direct services to clients (Bowman et al., 2024). Ethical and Training Requirements Related to IPP Both BCBAs and SLPs are guided by their disciplines’ codes of ethics. The Ethics Code for Behavior Analysts (BACB, 2020) item 2.10 mandates that BCBAs put clients’ best interest first when engaging with colleagues from other professions. The ASHA Code of Ethics Principle of Ethics IV, item A mandates that SLPs engage with other professionals to promote “the highest quality of care” (ASHA, 2023). Both codes mandate that professionals should engage in IPP, but neither code specifies how to engage in effective IPP. SLPs have specific pre-service training expectations related to IPP. The Council on Academic Accreditation in Audiology and Speech-Language Pathology’s 2025 Standards for Accreditation in Graduate Programs outline broad expectations for graduate programs related to IPP, including that students must: (a) learn how to communicate in a responsive and responsible manner with interprofessional team members, (b) demonstrate knowledge of the roles and importance of interprofessional assessment and intervention, and (c) work effectively as an interprofessional team member. However, in a 2023 survey conducted by ASHA, only approximately 60% of SLPs (60.6% working in health care, 62.4% working in schools) reported receiving training related to IPP. In contrast, no explicit training requirements for IPP exist for BCBAs. Review of previous research on IPP between BCBAs and SLPs Research shows that IPP between SLPs and BCBAs is already happening, given that both may serve individuals in need of assessment and intervention of communication skills. In ASHA’s 2023 IPP survey, about 16.8% of healthcare-based SLPs and 35% of school-based SLPs reported collaborating with BCBAs on IPP teams in the last year. Kelly and Tincani (2013) found that 62% of BCBAs surveyed reported collaborating with other professionals at least daily, and 55% of BCBAs collaborated with SLPs on a routine basis. BCBAs reported that they were more likely to provide a recommendation to SLPs than accept a recommendation from SLPs, as well as from most other reported collaborative partners (e.g., special education teachers, occupational therapists [OTs], physical therapists [PTs]). Though BCBAs acknowledged the importance of collaboration in ethical practice, most respondents reported no prior coursework or professional development in collaboration. Cardon (2017) conducted a survey of SLPs, behavior analysts (i.e., BCBAs, Board Certified Assistant Behavior Analysts, and students in progress toward certification), and practitioners dually certified as BCBA and SLPs. Findings indicated that, despite clear differences in their theoretical approach to language acquisition, more than half of BCBAs (74%) and SLPs (67%) thought the other professional was a “necessary” member of the team when working to support a client. Cardon notes that IPE is still needed for both professional groups, with continued focus on educating SLPs about the training and roles of BCBAs and informing BCBAs about interventions regarding communication and language. In this study, it is unclear how often or in what format participants collaborated with one another or whether they had received any training in IPP. Bowman et al. (2024) surveyed other professionals about their experiences working with BCBAs, including SLPs, educators, OTs, and others. SLPs’ perspectives about collaborating with BCBAs were less favorable on almost all survey items compared to other professionals’ perspectives of working with BCBAs. SLPs were less likely than other professionals to agree with the following statements: ‘BCBAs listened to and considered their ideas’; ‘BCBAs consistently conveyed respect for other disciplines’; and ‘BCBAs showed understanding for the concerns and perspectives of other individuals.’ Bowman et al. (2024) survey results suggest that BCBAs’ and SLPs’ relationships are more likely to suffer from issues related to role encroachment due to overlapping and unclear roles. Though the extant research shows BCBAs and SLPs collaborate regularly and may see each other as necessary members on treatment teams, a better understanding of their frequency and method of collaboration, prior training and level of confidence engaging in collaborative practices with each other and with other practitioners, and the factors that impact their ability to effectively collaborate is needed to inform pre-service and in-service IPE and to improve client and student outcomes. In this survey study, we sought to expand on prior research on collaboration between BCBAs and SLPs to better understand: 1) the frequency, format, and topics of collaboration; 2) prior IPE, current confidence engaging in collaboration, and IPE training needs; and 3) barriers and facilitators to effective collaboration. Specifically we sought to answer the following research questions about BCBAs and SLPs: How often do they collaborate with each other and in what format? How confident do they feel engaging in IPP with other professionals? How confident are they when using specific interprofessional practices aligned to the IPEC sub-competencies? What IPE training do they have and what additional training do they feel is necessary to effectively engage in IPP? What do they identify as barriers and facilitators to effective IPP? What specific supports are needed to engage in effective IPP? How likely are they to implement a recommendation from the other professional? Method Participants and Recruitment After receiving IRB approval, we recruited a sample of BCBAs and SLPs through social media and professional organizations. Specifically, we distributed the survey link through our personal and universities’ social media accounts and posted the link on the social media pages of regional and national professional groups for both BCBAs (e.g., APBA) and SLPs (e.g., ASHA Special Interest Groups’ discussion boards). The survey link was also sent by the APBA via email to their list of email subscribers. To be included in the study, survey respondents must have reported that they 1) worked primarily as a BCBA or SLP and 2) had collaborated with someone of the other profession within the last 5 years. Our final sample included 101 BCBAs and 107 SLPs from 33 states each, representing all major regions of the United States. The SLP sample also includes one participant from Washington, D.C., and six BCBAs and one SLP reported they are located outside the United States. Table 1 includes participant demographic and service setting data. Table 1 Participant Demographics BCBA ( n = 101) SLP ( n = 107) n (%) n (%) Years of experience less than 1 year 2 (2%) 0 (0%) 1–5 years 42 (41.6%) 19 (17.9%) 6–10 years 29 (28.7%) 20 (18.7%) 11–15 years 13 (12.9%) 13 (12.1%) 16–20 years 9 (8.9%) 13 (12.1%) 21–25 years 4 (4.0%) 21 (19.6%) 26–30 years 0 (0%) 10 (9.3%) over 30 years 2 (2.0%) 11 (10.3%) Additional licenses* Teacher 20 (19.8%) 14 (13.1%) School counselor 0 (0%) 0 (0%) School psychologist 3 (3.0%) 0 (0%) Clinical Psychologist 3 (3.0%) 0 (0%) Social Worker 1 (1.0%) 0 (0%) Occupational therapist 1 (1.0%) 0 (0%) BCBA - 2 (1.9%) SLP 1 (1.0%) - Early Intervention 1 (1.0%) 3 (2.8%) Other 7 (6.9%) 6 (5.6%) None 65 (64.4%) 82 (76.6%) Age of clients served* Less than 5 years 76 (75.2%) 69 (64.5%) 5–11 years 85 (84.2%) 81 (75.7%) 12–17 years 61 (60.4%) 54 (50.5%) 18 + years 33 (32.7%) 31 (29.0%) Primary service setting PK-12 schools 29 (28.7%) 62 (57.9%) Non-residential healthcare facility 33 (32.7%) 28 (26.2%) Residential healthcare facility 0 (0%) 2 (1.9%) Clients' homes 27 (26.7%) 6 (5.6%) Clients' community 0 (0%) 2 (1.9%) Other 11 (10.9%) 7 (6.5%) Unemployed 1 (1.0%) 0 (0%) Primary mode of service In person 87 (86.1%) 93 (86.9%) Telehealth 10 (9.9%) 4 (3.7%) No response 4 (4.0%) 10 (9.3%) Note: * indicates participants could select more than one option Survey Instrument We asked BCBAs and SLPs to complete a 34-item survey using a secure, web-based platform (Qualtrics, 2022), which included sections addressing: (a) participant demographics and prior training in IPP, (b) confidence engaging in common collaborative practices with other service providers in general, (d), and format, frequency, and factors impacting collaboration between BCBAs and SLPs. The survey contained multiple-choice, Likert-scale, and free response questions. Participant Demographics and Training in IPP We asked respondents to report their current role, total years of experience in their profession, years of experience in various school and clinical settings, and additional licenses they hold. We also asked about the primary setting in which they serve clients, age of clients served, and primary mode of service (i.e., in person or telehealth). Frequency, Format, and Content of Collaboration Between BCBAs and SLPs In this section, respondents reported how often them collaborate with members of the other profession (i.e., never, once yearly, twice yearly, every 3 months, monthly, biweekly, once weekly, 2–3 times per week, 4–5 times per week, daily) and which formats they typically use for collaboration (i.e., in person, phone, email, text message, video conference, or another method). We also asked respondents on which components of the treatment process they collaborate with the other professional, including assessment, direct service delivery, modeling how to support clients’ progress for other providers or caregivers, or as part of professional development. Confidence Collaborating with Other Service Providers and Engaging in Selected Collaborative Practices Next, we asked respondents to rate their confidence engaging in collaboration more generally. Specifically, we asked respondents to rate their confidence collaborating with other service providers, including special education teachers, general education teachers, BCBAs, related service providers, psychologists/psychiatrists, parents/caregivers, and student clinicians. We also asked them to rate their confidence engaging in eight sub-competencies from the four 2016 IPEC Core Competencies for IPP (IPEC, 2016). We disseminated this survey before the 2023 Core Competencies were published. We selected these eight sub-competencies through research team member consensus by selecting items that seemed most relevant to collaboration between BCBAs and SLPs. Respondents rated each sub-competency using a 5-point, Likert-type scale (1 = not confident , 2 = slightly confident , 3 = somewhat confident 4 = fairly confident , 5 = completely confident ). Training in IPP, Training Needs, and Barriers and Facilitators Impacting IPP We asked respondents if they received any training in IPP in their initial practitioner preparation program (i.e., coursework or fieldwork) or as part of any in-service professional development. Next, we questioned if they wanted additional training in specific IPP skills. To better understand facilitators and barriers affecting IPP, we asked respondents to select from individual and systems-level factors which may support or hinder collaboration with members of the other profession. We asked respondents if any specific factors would increase IPP (i.e., more funding, more training on collaboration, more support from colleagues). We also included an open-ended option for respondents to describe any other resources or supports they feel would increase their engagement on IPP teams. Finally, respondents rated how likely they are to implement recommendations given by a colleague of the other profession, using a 4-point Likert-type scale (1 = extremely unlikely , 2 = unlikely , 3 = likely , 4 = extremely likely ). Data Analysis We summarized BCBA and SLP demographic information and ratings using descriptive statistics (i.e., means, standard deviations, percentages). To summarize respondents’ scope of training on common behavioral practices, we calculated average ratings and reported percentages for respondents who received training in each format. We used independent-samples t tests to examine differences within each group in reported confidence in collaboration based on categorical variables (i.e., preservice training in IPP, school as a primary work setting, and holding additional licenses or certification). For preservice training, we dummy coded 0 for respondents who reported no preservice training in collaboration and 1 for respondents who reported training in collaboration as part of their preservice coursework and/or fieldwork. For school as a primary setting, we dummy coded 1 for respondents who reported working primarily in school settings and 0 for respondents who reported working in any other setting. For additional licenses or certifications, we dummy coded 1 for respondents who reported holding any licenses or certification in addition to the primary certification required for their role (i.e., BCBA or SLP). Respondents who reported no additional licenses or certifications were dummy coded as 0. For these tests, we assessed the magnitude of any differences by calculating Cohen’s d . To examine the relationship between years of experience and ratings of confidence, we calculated Pearson’s product-moment correlation coefficients. For both correlation coefficients and Cohen’s d , we interpreted effect sizes using guidelines proposed by Cohen (1988); we considered .20 to be small, .50 moderate, and .80 large. Pearson’s Chi Square analysis was used to gauge alignment among respondents’ experience across format of collaboration and their perspectives on factors which support or hinder collaboration between BCBAs and SLPs. We used one-way ANOVA to compare ratings of likelihood of implementing a recommendation between BCBA and SLPs. We also conducted an exploratory multiple regression analysis to further understand factors related to respondents’ likelihood of implementing a recommendation. We used thematic analysis (Braun & Clarke, 2006 ) to analyze responses to the open-ended question asking respondents to describe supports or other factors that would increase their engagement on teams with the other professional. Following a six-step process (Boyle et al., 2023 ), we began by reading all responses from BCBAs and SLPs and coded (i.e., paraphrased) each response. Responses were grouped by common themes. Data were analyzed using a deductive approach followed by an inductive approach. We started with a list of 21 codes used in a similar previous study (RESEARCHERS), and if a response did not fit one or more of those codes, a new code was developed to capture the response by determining a key word or phrase that summarized the respondents' words, in line with a thematic analysis approach (Braun & Clarke, 2006 ). Coders assigned multiple codes to responses when appropriate. We determined the most common themes within each group and across groups. Finally, we defined and identified examples for each theme. All responses were coded independently by two researchers to ensure interrater reliability; we used consensus coding to resolve any disagreements. Results Responses from 101 BCBAs and 107 SLPs were included in this study. Results are summarized in Tables 1 through 7 . Table 2 Frequency and format of collaboration BCBA ( n = 101) SLP ( n = 107) n (%) n (%) Frequency of collaboration Less than once yearly 1 (1.0%) 3 (2.8%) Once yearly 6 (5.9%) 6 (5.6%) Twice yearly 7 (6.9%) 10 (9.3%) Every 3 months 16 (15.8%) 12 (11.2%) Monthly 21 (20.8%) 16 (15.0%) Biweekly 12 (11.9%) 12 (11.2%) Once weekly 7 (6.9%) 10 (9.3%) 2–3 weekly 12 (11.9%) 11 (10.3%) 4–5 weekly 8 (7.9%) 10 (9.3%) Daily 10 (9.9%) 13 (12.1%) No response 1 (1.0%) 4 (3.7%) Last time collaborated with other profession Within the last year 88 (87.1%) 80 (74.8%) Within the last 2 years 4 (4.0%) 12 (11.2%) Within the last 5 years 9 (8.9%) 15 (14.0%) Formats used for collaboration In person 81 (80.2%) 80 (74.8%) Phone 53 (52.5%) 32 (29.9%) Email 76 (75.2%) 66 (61.7%) Text message 24 (23.8%) 25 (23.4%) Video conference 49 (48.5%) 36 (33.6%) Other (e.g., messaging app) 1 (1.0%) 2 (1.9%) Topics of collaboration Assessment 50 (49.5%) 38 (35.5%) Direct service delivery 89 (88.1%) 76 (71.0%) Modeling/training for caregivers/other providers 80 (79.2%) 69 (64.5%) Professional development 31 (30.7%) 19 (17.8%) Table 3 Reported Confidence in Collaboration and Related Factors BCBA SLP Pre-service IPE a Years Experience b Primarily in School a Additional License a m sd m sd BCBA SLP BCBA SLP BCBA SLP BCBA SLP Collaborative Partners Special Education Teachers 4.5 0.9 4.6 0.7 0.44 -0.23 0.17 0.31** -0.56*** 0.51 0.34 0.32 General Education Teachers 4.2 0.9 4.4 0.9 0.48* -0.14 0.28** 0.33** -0.30 0.42 0.51* 0.36 BCBAs 4.9 0.4 3.9 1.2 -0.07 -0.36 0.09 0.17 -0.21 0.10 0.01 -0.13 Related service providers (e.g., PTs, OTs, SLPs) 4.3 0.8 4.9 0.4 0.24 -0.05 0.29** 0.34** -0.30 0.06 0.04 0.20 Psychologists/psychiatrists 4.1 1.0 4.4 0.8 0.27 -0.21 0.39** 0.30** -0.03 0.25 -0.12 0.21 Parents/caregivers 4.8 0.5 4.8 0.6 0.27 -0.08 0.30** 0.26** -0.13 -0.38 0.16 0.10 Student clinicians 4.5 0.8 4.7 0.7 -0.10 -0.14 0.35** 0.26** -0.39 -0.24 0.00 0.16 Collaborative Practices Communicate professional role and responsibilities clearly to patients, families, community members, and other professionals. 4.7 0.6 4.7 0.6 0.02 0.04 0.26** 0.30** -0.04 -0.30 0.17 -0.10 Listen actively and encourage ideas and opinions of other team members. 4.7 0.6 4.8 0.4 0.19 -0.24 0.16 0.05 0.02 0.22 0.22 0.24 Develop a trusting relationship with patients, families, and other team members 4.8 0.5 4.8 0.4 − 0.10 -0.32 0.15 0.18 0.11 0.00 0.01 0.06 Communicate to clarify each team member's responsibility in executing treatment plan components 4.4 0.8 4.4 0.7 0.13 -0.15 0.27** 0.26** -0.26 0.22 0.27 0.27 Engage other professionals in shared patient-centered and population-focused problem-solving. 4.4 0.8 4.5 0.7 0.23 -0.03 0.18 0.32** -0.28 -0.12 0.22 0.22 Communicate information with patients, families, community members, and health team members in a form that is clear and understandable 4.6 0.7 4.6 0.6 -0.03 0.16 0.31** 0.23* -0.23 0.05 0.25 0.14 Integrate knowledge and expertise of other professionals to inform treatment decisions, while respecting patient and community values, priorities, and preferences. 4.4 0.8 4.5 0.7 -0.02 -0.31 0.31** 0.20* -0.19 0.06 0.05 0.15 Know your role and the role of other professionals, including similarities and differences in philosophy, practice, and expertise. 4.3 0.9 4.4 0.7 0.08 -0.13 0.22* 0.22* -0.33 0.08 0.07 0.29 Table 4 IPP Training needs BCBA SLP Pearson Chi Square of BCBA/ SLP ratings n (%) n (%) df = 1 Communicate roles and responsibilities effectively 17 (16.8%) 26 (24.3%) 1.77 Active listening/encouraging ideas and opinions of others 16 (15.8%) 22 (20.6%) 0.78 Building trusting relationships with collaborators 15 (14.9%) 16 (15.0%) 0.00 Communicating effectively to designate tasks and responsibilities to execute treatment plans 42 (41.6%) 42 (39.3%) 0.12 Engage other professionals in shared patient-centered and population focused problem-solving 38 (37.6%) 36 (33.6%) 0.36 Communicating effectively with other stakeholders without using jargon 26 (25.7%) 18 (16.8%) 2.48 Integrating knowledge and experience of other professionals to make treatment decisions 59 (58.4%) 32 (29.9%) 17.16*** Knowledge of BCBA and SLP roles 14 (13.9%) 42 (39.3%) 17.03*** Note . *Statistical tests were significant at p < .05; ** Statistical tests were significant at p < .01; ***Statistical tests were significant at p < .001. Table 5 Facilitator and Barriers to IPP BCBA SLP Pearson Chi Square of BCBA/ SLP ratings n (%) n (%) df = 1 Facilitators to IPP Collaborators are co-located 55 (54.5%) 42 (39.3%) 4.83* Confidence in IPP in current setting 45 (44.6%) 24 (22.4%) 11.47*** Reasonable workload/caseload 40 (39.6%) 27 (25.2%) 4.91* Sufficient training in IPP 30 (29.7%) 18 (16.8%) 4.86* Shared philosophy 52 (51.5%) 40 (37.4%) 4.19* IPP fits current role 55 (54.5%) 37 (34.6%) 8.32** Sufficient time for collaboration 41 (40.6%) 25 (23.4%) 7.12** Shared planning time 23 (22.8%) 24 (22.4%) 0.00 Willingness of potential collaborators 75 (74.3%) 58 (54.2%) 9.06** Productivity/billing practices support IPP 24 (23.8%) 8 (7.5%) 10.59** Workplace culture supports IPP 57 (56.4%) 34 (31.8%) 12.839*** Ability to maintain scope of practice and engage in IPP 57 (56.4%) 42 (39.3%) 6.15* Clinical need for collaboration 67 (66.3%) 49 (45.8%) 8.89** Administration support 51 (50.5%) 32 (29.9%) 9.18** None a 0 (0%) 3 (2.8%) 2.87 Barriers to IPP Collaborators are not co-located 30 (29.7%) 30 (28.0%) 0.07 Unsure how to collaborate in current setting a 5 (5.0%) 2 (1.9%) 1.52 Workload/caseload is too big 25 (24.8%) 30 (28.0%) 0.29 Not enough training in IPP a 8 (7.9%) 2 (1.9%) 4.16* No shared philosophy 20 (19.8%) 39 (36.4%) 7.09** Unsure how IPP fits in current role a 1 (1.0%) 0 (0%) 1.06 Not enough time for collaboration 71 (70.3%) 71 (66.4%) 0.37 No shared planning time 48 (47.5%) 39 (36.4%) 2.62 Other collaborators are unwilling 37 (36.6%) 35 (32.7%) 0.35 Productivity/billing practices do not support IPP 33 (32.7%) 29 (27.1%) 0.77 Workplace culture does not support IPP 9 (8.9%) 9 (8.4%) 0.02 Collaboration is outside scope of practice a 0 (0%) 1 (0.9%) 0.95 No clinical need a 5 (5.0%) 1 (0.9%) 2.99 No administration support 19 (18.9%) 12 (11.2%) 2.36 None a 6 (5.9%) 2 (1.9%) 2.33 Note . a = Did not meet assumptions of the Chi Square test, so used Fisher's Exact Test. *Statistical tests were significant at p < .05; ** Statistical tests were significant at p < .01; ***Statistical tests were significant at p < .001. Table 6 Factors to increase engagement on IPP teams BCBA ( n = 97) SLP ( n = 95) Pearson Chi Square of BCBA/ SLP ratings n (%) n (%) df = 4 More funding 18 (17.8%) 11 (10.3%) 10.20* More training 19 (18.8%) 9 (8.4%) More support from colleagues 19 (18.8%) 22 (20.6%) Other 22 (21.8.8%) 38 (35.5%) No additional resources needed 19 (18.8%) 15 (14.0%) Note. BCBA= Board Certified Behavior Analyst; IPP = Interprofessional Practice; SLP= Speech-Language Pathologist. Table 7 Qualitative Codes, Frequencies, and Sample Quotes for “Other” Responses for Factors that Increase Engagement on IPP Teams with the Other Professional BCBA ( n = 22) SLP ( n = 38) Sample quotes Deductive codes Accountability 1 0 “More cooperation from [SLPs], answering my calls, emails, etc.” (BCBA) Active listening 0 1 “More willingness to listen to other professionals.” (SLP) Building rapport/teamwork 1 1 “… an emphasis on the importance of working together and building trusted relationships. We, and other professionals unused to IPP, can be very territorial and defensive.” (BCBA) Commitment to evidence- and research-based practices 0 2 “I would need BCBAs to stop recommending developmentally unsuitable and PTSD-inducing practices for my students.” (SLP) More time/better time management 7 15 “Time in the workplace...time whether it’s billed or paid time from employer means the practice is valued.” (SLP) Scheduled meetings/designated time to collaborate 2 8 “Systemic changes to the structure of the organization to support timing…to allow for more IPP.” (SLP) Shared decision making 0 1 “Mutual willingness to cooperate and compromise.” (SLP) Shared philosophy 0 1 “Many of their methods are unethical and cause harm to my students, so I cannot simply do as I'm told when it comes to their harmful directives.” (SLP) Showing mutual respect for roles/expertise 2 9 “For SLPs to respect that Behavior Analysts can also work on language acquisition via verbal behavior and that it is rooted in our science.” (BCBA) Training 3 2 “More training on how to maximize collaboration.” (BCBA) Inductive codes Administrative support 2 3 “Admin understanding and support.” (SLP) Billing practices to support collaboration 4 2 “Ability of both professionals to be able to bill concurrently for a Medicaid waiver client.” (BCBA) Funding for collaboration 4 0 “A model that funds collaboration...” (BCBA) More staff 1 0 “More staffing-we have few BCBAs and SLPs.” (BCBA) Need access to other professional 0 2 “Locating a BCBA in my school on a predictable basis…would be the first step toward making collaborating easier. (SLP) Scope of practice 0 2 “Willingness of BCBAs to stay within their scope of practice.” (SLP) Smaller caseloads 1 3 “Smaller caseload to free up some time to collaborate.” (SLP) Willingness of professionals to collaborate 1 1 “My biggest barrier is that other professionals do not want to collaborate when I reach out.” (BCBA) Workplace culture 0 1 “For it to be a part of workplace culture.” (SLP) Note. BCBA= Board Certified Behavior Analyst; IPP = Interprofessional Practice; SLP= Speech-Language Pathologist. Participant Demographics Participant demographics are presented in Table 1 . Respondents reported a wide range of years of experience. More than half of SLPs reported over 15 years of experience (51.4%), while most BCBAs (85.1%). reported 15 years of experience or less. Most clinicians reported no additional licenses and credentials (64.4% of BCBAs and 76.6% of SLPs). The most frequent additional license or certification held by respondents was a teaching license (19.8% of BCBAs and 13.1% of SLPs). Two SLPs (1.9%) reported having BCBA credentials and one BCBA (1.0%) reported having SLP credentials. We asked respondents to select their primary work setting. Most SLPs reported PK-12 schools (57.9%) as their primary work setting, followed by non-residential healthcare facilities (e.g., private practice or clinic, 26.2%). Most BCBAs reported working primarily in non-residential healthcare facilities (32.7%), PK-12 schools (28.7%), or clients’ homes (26.7%). We also asked respondents to report how many years they worked in each setting. SLPs reported an average of 11.4 years in PK-12 settings, compared to BCBAs’ 5.3 years. BCBAs reported an average of 5.9 years working in clients’ homes and 6.3 years in community settings, as compared to 3.5 years and 1.1 years for SLPs, respectively. SLPs reported an average of 5.5 years working in non-residential healthcare settings and 3.6 years in residential settings; BCBAs’ averaged 4.3 years in non-residential and 2.1 years in residential settings. We asked respondents to select all the client age groups with whom they worked. For both groups, respondents reported working mostly with clients ages 0–17 years, with a notable decrease for clients 18 + years of age. Finally, most respondents reported providing in-person services (86.1% of BCBAs and 86.9% of SLPs) compared to telehealth (9.9% of BCBAs and 3.71% of SLPs). Frequency, Format, and Content of IPP Between BCBAs and SLPs Frequency, format, and content of IPP data are addressed in Table 2 . For both groups, most respondents reported collaborating with the other professional within the last year (87.1% of BCBAs and 74.8% of SLPs). Though the majority reported collaborating less than twice per month, 36.6% of BCBAs and 41.4% of SLPs reported collaborating with the other professional at last once per week, with 9.9% of BCBAs and 12.1% of SLPs collaborating daily. In-person collaboration was the most frequently endorsed format (80.2% of BCBAs and 74.8% of SLPs), followed by email (75.2% of BCBAs and 61.7% of SLPs). Other formats reported included phone, text, and video conference. We asked respondents to select the topics on which they were most likely to collaborate with the other professional. BCBAs and SLPs both reported collaborating frequently about direct service delivery (88.1% of BCBAs and 71.0% of SLPs) and modeling and training for caregivers and other providers (79.1% of BCBAs and 64.5% of SLPs). Less frequently endorsed topics included assessment (49.5% of BCBAs and 35.5% of SLPs) and professional development (30.7% of BCBAs and 17.8% of SLPs). Confidence Collaborating with Other Service Providers and Engaging in Selected Collaborative Practices Respondents were asked to report their confidence when collaborating with other service providers, including special and general education teachers, BCBAs, related service providers (e.g., physical therapists, occupational therapists, SLPs), psychologists/psychiatrists, parents/caregivers, and student clinicians (Table 3 ). BCBAs reported being most confident in working with other BCBAs ( m = 4.9, sd = 0.4), followed by parents/caregivers ( m = 4.8, sd = 0.5). BCBAs reported slightly less confidence collaborating with special education teachers ( m = 4.5, sd = 0.9), student clinicians ( m = 4.5, sd = 0.8), related service providers ( m = 4.3, sd = 0.8), general education teachers ( m = 4.2, sd = 0.9), and psychologists and psychiatrists ( m = 4.1, sd = 1.0). SLPs reported being most confident working with related service providers ( m = 4.9, sd = 0.4), followed by parents and caregivers ( m = 4.8, sd = 0.6) and student clinicians ( m = 4.7, sd = 0.7). SLPs reported the least confidence collaborating with BCBAs ( m = 3.9, sd = 1.2), compared to any other professional group. We asked respondents to rate their confidence engaging in specific collaborative practices consistent with the 2016 IPEC sub-competencies (see Table 3 ). Across both groups, average confidence in collaborative practices ranged from 4.3 to 4.8, falling between fairly confident and completely confident . For BCBAs, the sub-competency with lowest mean was knowing their role and the role of other professionals, including similarities and differences in philosophy, practice, and expertise ( m = 4.3, sd = 0.9), which also had the highest variability in responses. The sub-competencies BCBAs reported being most confident in included develop a trusting relationship with patients, families, and other team members ( m = 4.8, sd =. 0 5) followed by listening actively and encourage the ideas and opinions of other team members ( m = 4.7, sd = 0.6) and communicating their professional role and responsibilities clearly to patients, families, community members, and other professionals ( m = 4.7, sd = 0.6). SLPs’ average ratings of confidence were lower for communicating with team members to clarify each member’s responsibility when executing components of a treatment plan ( m = 4.4, sd = 0.7) and knowing their role and the role of other professionals, including similarities and differences in philosophy, practice, and expertise ( m = 4.4, sd = 0.7). SLPs and BCBAs reported greatest confidence for the same three sub-competencies: developing a trusting relationship with patients, families, and other team members (BCBAs: m = 4.8, sd = 0.5; SLPs: m = 4.8, sd = 0.4); listen actively and encourage ideas and opinions of other team members (BCBAs: m = 4.7, sd = 0.6; SLPs: m = 4.8, sd = 0.4); and communicating their professional role and responsibilities clearly to patients, families, community members, and other professionals (BCBAs: m = 4.7, sd = 0.6; SLPs: m = 4.7, sd = 0.6). We ran further analyses to compare respondents’ reported confidence to four variables: 1) respondents receiving IPE in their preservice training, 2) respondents’ years of experience, 3) schools as their primary work setting, and 4) having an additional license (Table 3 ). BCBAs who received pre-service IPE reported significantly higher ratings of confidence collaborating with general education teachers ( d = 0.48). Both BCBAs and SLPs with more years of experience in their field reported feeling significantly more confident across collaborative partners, except for BCBAs’ collaboration with special education teachers ( r = 0.17). Years of experience was not significantly correlated confidence working with BCBAs for either group. Though BCBAs and SLPs with more years of experience were significantly more likely to endorse higher ratings of confidence for five and six practices respectively, correlations were low, ranging from 0.20 to 0.32. Primarily working in a school setting was not a significant predictor of confidence across personnel or collaborative practices, with one exception. BCBAs working primarily in non-school settings reported greater confidence collaborating with special education teachers ( d = -0.56). Similarly, holding an additional license did not predict confidence on any confidence items, except for BCBA’s collaboration with general education teachers ( d = 0.51). Scope of Training in IPP and IPP Training Needs Many BCBAs and SLPs reported receiving IPE as part of their initial professional preparation program. Specifically, 52.5% of BCBAs and 49.5% of SLPs reported receiving IPE as part of their initial graduate school coursework. Also, 61.4% of BCBAs and 70.1% of SLPs reported receiving IPE in their fieldwork placements during their initial graduate preparation program. However, 27.7% of BCBAs and 22.4% of SLPs reported receive no preservice IPE. Furthermore, though 79.2% of BCBAs and 85.0% of SLPs reported participating in in-service workshops, trainings, or continuing education activities that addressed IPP, 5.9% of BCBAs and 4.7% of SLPs indicated they did not receive any formal IPE as part of their pre-service or in-service training. When asked to identify their training needs for IPP (reported in Table 4 ), both groups endorsed communicating effectively to delegate tasks and responsibilities to execute treatment plans (41.6% of BCBAs and 39.3% of SLPs). and engaging other professionals in shared patient-centered and population focused problem-solving as training needs (37.6% of BCBAs and 33.6% of SLPs). Both groups also indicated need for training in integrating knowledge and experiences of other professionals to make treatment decisions (58.4% of BCBAs and 29.9%% of SLPs). However, BCBAs endorsed this item significantly more often than SLPs, X 2 (1, N = 227) = 16.8, p < .0001. On the other hand, significantly more SLPs (39.3%) endorsed knowledge of BCBA and SLP roles as a training need than BCBAs (13.9%) Barriers and Facilitators Impacting IPP We asked respondents to endorse factors that are barriers and facilitators when engaging in IPP in their current settings (Table 5 ). Overall, more respondents in both groups endorsed facilitative factors ( m = 75.7; sd = 33.5), than they did barriers ( m = 41.3; sd = 40.4). Top three facilitating factors endorsed by both professional groups include: willingness of potential collaborators (74.3% of BCBAs and 54.2% of SLPs), clinical need to collaborate (66.3% of BCBAs and 45.8% of SLPs), and ability to maintain scope of practice and engage in IPP (56.4% of BCBAs and 39.3% of SLPs). Also tied for third, 56.4% of BCBAs endorsed workplace culture supportive of IPP , and 39.3% of SLPs endorsed co-location of collaborators as facilitators of IPP. Of the 15 facilitative factors, BCBAs endorsed 13 of the 15 facilitators at statistically higher rates than SLPs. The top two barriers to IPP for both BCBAs and SLPs were not enough time to collaborate (70.3% of BCBAs and 66.4% of SLPs) and no shared planning time (47.5% of BCBAs and 36.4% of SLPs). The third most frequently endorsed barrier for BCBAs was others collaborators are unwilling (36.6%), and for SLPs, the third most frequently endorsed barrier was no shared philosophy between professionals (36.4%). We found statistically significant differences for only one barrier. SLPs were significantly more likely to endorse no shared philosophy between professionals , X 2 (1, N = 208) = 7.09, p = .008. We asked respondents to endorse factors that would increase their engagement on IPP teams including the other professional (Table 6 ). Respondents could select multiple options, including more funding, more training , more support from colleagues , and no additional resources needed . We also included an open-ended option to describe other factors (i.e., other ), which was most frequently selected. Twelve BCBAs (23.5%) and 43 SLPs (39.8%) described supports needed to improve IPP, which we coded using a qualitative approach. Codes, their frequencies, and sample quotes are provided in Table 7 . Of the 21 previously established codes, nine were used to capture the respondents’ experiences in the current study. The most frequently mentioned deductive code from BCBAs ( n = 16) was more time/better time management ( n = 7) and training ( n = 3). The most frequently mentioned deductive codes from SLPs ( n = 41) were more time/better time management ( n = 15), showing mutual respect for roles/expertise ( n = 9), and scheduled meetings/designated time to collaborate ( n = 8). We created nine additional inductive codes to capture the respondents’ responses. Of these additional codes, BCBAs mentioned billing practices to support collaboration ( n = 4) and funding for collaboration ( n = 4) most frequently, while SLPs most frequently mentioned that they need administrative support ( n = 3) and smaller caseloads ( n = 3). Likelihood of Implementing a Recommendation Finally, we asked respondents how likely they were to implement a recommendation provided by the other professional using a four-point Likert scale. The mean for BCBAs was 3.5 ( sd = 0.5), indicating they were likely to extremely likely to implement a recommendation from an SLP. The average rating for SLPs was lower ( m = 3.1) and more variable ( sd = 0.7), and they were significantly less likely to implement a recommendation from a BCBA than vice versa, ( F (1, 190) = 15.33, p < .001). As an exploratory analysis, we ran a multiple regression to predict likelihood of implementing a recommendation from total years of experience , frequency of collaboration with the other professional , preservice training in collaboration , average confidence in collaborative practices , and group (i.e., BCBA or SLP). We calculated average confidence in collaborative practices using ratings from the eight IPEC sub-competencies included in the survey. Cronbach’s alpha for these sub-competencies was \(\:\alpha\:\) = .90. Results from the regression indicated that likelihood of implementing a recommendation was significantly predicted by group ( β = -0.279, p < .001) and frequency of collaboration ( β = 0.249, p < .001). Total years of experience ( β = 0.011, p = .887), preservice training in collaboration ( β = -0.129, p = .214), and average confidence in collaborative practices ( β = 0.081, p = .257) were not significant predictors. The final model includes only the two significant predictors— group ( β = -0.278, p < .001) and frequency of collaboration ( β = 0.268, p < .001). The final model explains approximately 15% of the variance in respondents’ likelihood of implementing a recommendation ( R 2 = .146; adjusted R² = .137)), with a significant F- statistic ( F (2, 189) = 16.195, p < .001). Discussion In this study, we examined collaboration between BCBAs and SLPs using a national survey which assessed their: (a) frequency of collaboration; (b) confidence in IPP; (c) IPE training experience and needs; (d) barriers and facilitators to collaboration; and (e) willingness to accept a recommendation from the other professional. We have several main findings. First, most BCBAs and SLPs reported collaborating with the other professional twice per month or less, and they typically collaborate in person. The vast majority of BCBAs and SLPs receive IPE, mainly through in-service professional development, although approximately 5% of both groups report having no formal IPE. Indeed, both groups identified similar priorities for future IPE, including communicating effectively to designate tasks and responsibilities to execute treatment plans, integrating knowledge and experience of other professionals to make treatment decisions, and engaging other professionals in shared patient-centered and population focused problem-solving. The only difference in reported barriers to collaboration with the other professional was that SLPs reported a lack of a shared philosophy as a barrier and BCBAs did not. Finally, SLPs were significantly less likely to accept a recommendation from a BCBA than vice versa, and the only other significant predictor of their likelihood of accepting a recommendation was the frequency with which they collaborate with the other professional, in which more frequent collaboration was associated with higher likelihood of accepting a recommendation from the other professional. We will now discuss these findings and how they inform practice, as well as limitations of our study, and areas for future research. Demographics and Frequency of Collaboration First, the differences in total years of experience are notable. Over 70% of BCBAs reported having 10 years or less experience, while over 60% of SLPs reported more than 10 years’ experience in their field. This data aligns with the BACBs’ data documenting explosive growth in the number of BCBA certificants in the last 10 years (BACB, 2024a ). However, differences in years of experience may lead to friction between colleagues if a more experienced team member views the less experienced professional as less qualified. We also noted some distinct differences regarding practice setting. The majority of SLPs reported working in schools. BCBAs also reported working in schools, but less frequently. This finding suggests that not all school-based SLPs have regular opportunities to collaborate with BCBAs and aligns with our finding that most SLPs and BCBAs collaborate less than once per week. In their qualitative responses, SLPs reported that access to BCBAs would increase their participation on teams with BCBAs. It is likely that limited or no access to a BCBA impacted responses to other factors addressed in this survey (e.g., SLPs’ confidence to collaborate with BCBAs, supports needed to increase IPP). Practitioners’ Confidence BCBAs report feeling very confident in their abilities to listen actively and encourage the ideas and opinions of other professionals, and fewer BCBAs endorsed this as a training need relative to other IPEC sub-competencies (IPEC, 2016). Despite BCBAs perceiving themselves as good communicators, qualitative responses from SLPs suggest communication barriers still exist. SLPs’ qualitative responses suggest that BCBAs’ communication challenges go beyond active listening. One SLP wrote “BCBAs approach ‘collaboration’ as a one-way street—they want us to do what they say, and they do not need to consider any of our expertise or directives. This is not collaboration.” Another mentioned “mutual willingness to cooperate and compromise” as a requirement for better collaboration with the BCBA. Professionals can engage in all the skills consistent with encouraging the opinions of other professionals and active listening (e.g., paraphrasing, reflecting, encouraging; IPEC, 2016) but go on to make clinical decisions that completely disregard what was discussed. Cooperating and seeking consensus in areas of shared practice would go a long way towards improving relationships between BCBAs and SLPs. Failure to cooperate is not exclusively a concern expressed by SLPs. BCBAs reported others’ willingness to collaborate as a facilitator of IPP more often than SLPs did. Both groups endorsed unwillingness of other collaborators as a top barrier to collaboration. However, what respondents may perceive as another’s unwillingness to collaborate may be related to other barriers, like limited time, constraints of a large caseload, or lack of funding or billing practices that support collaboration—needs expressed by both BCBAs and SLPs in their qualitative responses. Both professionals reported lower confidence ratings related to the practice of clarifying team members’ responsibilities in treatment and understanding similarities and differences in their role, philosophy, practice, and expertise. Clarifying team members’ roles can be challenging if one does not understand team members’ disciplines and professional training. Open-ended responses from both groups highlight lack of awareness of or respect for the other professional’s roles, training, and scope of practice. Indeed, several open-ended responses from SLPs were negative toward BCBAs, reflecting concerns about BCBAs staying within their scope of practice, recommending potentially harmful approaches, lack of mutual respect for roles/expertise, and unwillingness to listen to other professionals. IPEC sub-competency RR4 notes the importance of differentiating team members’ roles and responsibilities to promote positive outcomes (IPEC, 2023), which appears to be an area in which both professional groups could benefit from additional training. Although both must seek to understand the similarities between their roles to identify points of collaboration, they must also recognize the differences between professionals’ roles and expertise to stay within their scope of practice (LaFrance et al., 2019 ). There is a subtle balance when incorporating complementary disciplinary expertise (i.e., sub-competency RR3) and ensuring practitioners differentiate between professionals’ roles and expertise (i.e., sub-competency RR4; IPEC, 2023). When the balance is off, SLPs and BCBAs may perceive encroachment on their professional roles. Role encroachment concerns were prevalent in our findings, consistent with findings by other researchers (e.g., Bowman et al., 2024 ). This balance between RR3 and RR4 will likely look different across interprofessional relationships. Accordingly, BCBAs and SLPs must find and maintain balance in each professional relationship. When scope of practice overlaps between BCBAs and SLPs, both professionals need to be attentive to their professional relationships to ensure continuity and coordination of care. Scope of Training More respondents reported in-service training during professional development experiences, compared to pre-service courses and fieldwork. Only about 5% of BCBAs in our sample reported receiving no IPE at all. This contrasts with findings from Kelly and Tincani ( 2013 ) where few BCBAs reported receiving training in collaboration and hopefully is an indication that more BCBAs are accessing training in IPP 13 years since Kelly and Tincani’s article was published. Kelly and Tincani measured IPE in collaboration as courses or professional development experiences with the term “collaboration” in the title, but our survey questioned respondents more broadly, asking if IPP was addressed in any of their courses or professional development experiences. Therefore, more respondents in this study may have reported IPE as part of pre-service coursework and in-service training. Because we did not collect data about the frequency, intensity, or quality of BCBAs’ training in collaboration or IPP, we cannot conclude whether respondents training was of sufficient duration or quality to make a meaningful difference in their practice. Training Needs We found some agreement between BCBAs and SLPs regarding training needs. One of the most frequently endorsed training need for both groups was communicating effectively to designate tasks and responsibilities to execute treatment plans . One of the least endorsed training needs for both groups was building trusting relationships with collaborators . This was a surprising finding given previous findings about poor relationships between BCBAs and SLPs (e.g., Bowman et al., 2024 ). Respondents may have interpreted this statement as all potential collaborators (e.g., caregivers, other professionals), with whom some respondents may have already built trusting relationships. Alternatively, perhaps some BCBAs and SLPs view themselves as capable of building trusting relationships with others but do not view the other professional as someone to trust. In Bowman et al. ( 2024 ), other professionals frequently reported that BCBAs fail to seek and understand expertise specific to other disciplines. In our study, training to integrate knowledge and experiences of other professionals to make treatment decisions was a top training need identified by both BCBAs and SLPs, yet BCBAs were significantly more likely to express a need for training on this topic than SLPs, suggesting BCBAs may already recognize this is as a significant problem. Interestingly, additional training about the roles of SLPs was the most infrequently selected need by BCBAs. On the other hand, SLPs indicated that additional knowledge about the roles of BCBAs is a top training need. Although most BCBAs feel confident in their understanding of the roles of SLPs, they want to learn more how to capitalize on SLPs’ expertise to create treatment plans. BCBAs must also be prepared to clearly and respectfully explain their role and responsibilities to SLPs, who may have limited knowledge of BCBAs’ expertise and scope of practice. Both groups may benefit from training that provides specific steps to solicit and integrate other professionals’ perspectives into treatment decisions. For example, a BCBA working on functional communication with a young client will need to approach the SLP working on the same goal, have productive conversations about how both are attempting to treat the client and why it is important to the client’s treatment plan from each perspective, and integrate what they learned about the SLP’s approach into their own treatment when appropriate. What professionals say and do in these situations is important, but how professionals approach these conversations is equally important. We agree with others that more training in how to engage in conversations with authenticity and cultural humility (i.e., IPEC sub-competency RR5; IPEC, 2023) would be beneficial for BCBAs (e.g., Wright, 2019 ), along with continued training to refine BCBAs’ interpersonal communication skills (Taylor et al., 2018 ). Barriers and Facilitators to Effective IPP We asked both groups to identify barriers and facilitators to effective IPP. For both groups, willingness of potential collaborators, clinical need, and the ability to maintain their scope of practice were some of the leading factors facilitating IPP. Although having a shared philosophy was a top facilitator for both BCBAs and SLPs, having no shared philosophy was the only barrier that SLPs selected at a significantly higher level compared to BCBAs. The two disciplines are grounded in different theoretical philosophies (e.g., ABAI, 2024), and our findings suggest differing philosophies is a barrier some SLPs may struggle to overcome. Slim and Reuter-Yuill ( 2021 ) suggest that perspective taking is a key skill to overcoming such professional differences. They also note that perspective taking in IPP stands to help professionals understand and validate others’ points of views, and they describe perspective-taking through a behavioral lens to encourage BCBAs to improve their skills in this area. BCBAs require the cooperation of their SLP colleagues to move past these philosophical differences. If both professionals seek to understand more about their colleagues’ philosophies, they may find some shared approaches they can build on, even when they previously assumed there was no shared philosophy, as reported in this data. Administrative Supports Needed for IPP Using effective interpersonal communication skills, learning more about the other professional’s role, and moving past philosophical differences will likely go a long way towards improving IPP between SLPs and BCBAs. However, improvement will be limited if policies and procedures do not support IPP. Administrative support was identified as a facilitator to IPP by both groups. In open-ended comments, several BCBAs and SLPs indicated the need for more dedicated time for IPP, which likely requires administrative support. In addition, seven respondents provided open-ended comments that mentioned large caseloads, staffing needs, and funding and insurance billing issues as reasons why IPP was difficult to implement. We recommend that administrators who support BCBAs and SLPs find ways to schedule time for IPP and develop policies and procedures that encourage their employees to engage in IPP, such as including collaborative meetings as an approved activity for indirect hours. Likelihood of Accepting a Recommendation SLPs in our sample were significantly less likely to implement a recommendation from a BCBA than BCBAs were from an SLP. To explore this phenomenon further, we conducted an exploratory multiple regression analysis to examine the impact of potentially related factors on the likelihood of implementing a recommendation from another professional. Other than profession (i.e., BCBA or SLP), the only statistically significant predictive factor was how frequently professionals collaborated with one another. In other words, the more frequently BCBAs and SLPs collaborated, the more likely they were to accept and implement the other professional’s recommendation. In our study, most professionals reported collaborating less than once per week with the other professional (64.2% of BCBAs and 58.7% of SLPs). If we want to encourage professionals to accept and implement the other’s recommendation when appropriate, increasing the frequency of their collaboration may be key. It may not always be appropriate to accept and implement another professional’s recommendation, particularly if it would result in the professional straying from their scope of practice or ethical responsibilities. However, when the recommendation is related to shared roles in treatment, clients might benefit when professionals adopt each other’s recommendations to provide cohesive treatment to clients. Limitations Several limitations exist in this study. This study relied on respondents’ self-report, which may introduce inaccuracy or bias into the data. For example, veteran practitioners may not accurately report their prior training in IPP, particularly when pre-service courses and field experience occurred many years earlier. In addition, findings may be skewed by respondents’ learning histories when working with the other professional. One negative experience may impact a participant’s ability to reflect on their more positive IPP experiences with other professionals. Related to this point, we did not collect any behavioral or observational measures to determine the accuracy of respondents’ reported engagement in IPP. In the question asking respondents to report their confidence working with other service providers, BCBAs were listed as one distinct category, but we failed to include SLPs as a separate category. Therefore, we cannot glean specific information on BCBAs’ confidence when working with SLPs specifically, nor can we report specific data regarding BCBAs’ or SLPs’ confidence working with OTs and PTs as separate groups of professionals. Finally, a limited number of respondents provided qualitative data to explain some of the nuances in their perceptions. Therefore, our qualitative analysis of these responses is limited and not generalizable to all BCBAs and SLPs. Areas for Future Research First, future researchers should explore relationships between BCBAs and SLPs more deeply, which may necessitate conducting qualitative research through interviews and focus groups. In addition, future research should examine how SLPs and BCBAs are trained to engage in IPP with each other. We need a closer examination of both professionals’ pre-service and in-service trainings to learn more about the depth, extent, and quality of those trainings. We also need a more thorough understanding of what both professionals already know about other professional’s philosophies and roles as well as what they need to know. This will help the field develop pre- and in-service training that addresses BCBAs’ and SLPs’ knowledge gaps. Finally, we need more research on the relationship between IPE and BCBAs’ and SLPs’ abilities to effectively participate in IPP. This includes more research on the generalization of interprofessional skills across all relevant contexts, the impact of IPE training on confidence to collaborate with other professionals, and the impact of IPP on clients, caregivers, and other professionals’ perceptions of both BCBAs and SLPs. Declarations Funding and Conflicts of interests The authors received grant funding from their institutions to assist with dissemination of the research survey and development of this manuscript. All authors declare they have no conflicts of interest. Ethical Approval All procedures performed were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed Consent Informed consent was obtained from all individual participants included in the study. Author Contribution All authors assisted in developing and disseminating the Qualtrics Survey. All authors contributed to writing the introduction. Author HH wrote the method section and conducted the quantitative analysis. All authors conducted the qualitative analysis. Author SS wrote the results and discussion sections. Author HH developed the tables and figure. All authors reviewed the manuscript. Data Availability Supporting data can be accessed by emailing the corresponding author at [email protected] . References American Speech-Language-Hearing Association [ASHA] (n.d.-a). A guide to the ASHA clinical fellowship experience. https://www.asha.org/certification/clinical-fellowship/ ASHA. (n.d.-b). State requirements and contact information. https://www.asha.org/advocacy/state/ ASHA (2016). Scope of practice in speech-language pathology. Available from www.asha.org/policy/ ASHA (2026). Professional development requirements for certification maintenance of the ASHA CCC-A and CCC-SLP. https://www.asha.org/certification/prof-dev-for-2020-certification-standards/ Association for Behavior Analysis International (2024). Interprofessional collaborative practices between behavior analysts and speech language pathologists. https://www.abainternational.org/media/180194/abai_interprofessional_collaboration_resource_document.pdf Association for Professional Behavior Analysts (2024). About behavior analysis. https://www.apbahome.net/about-behavior-analysis Behavior Analyst Certification Board [BACB]. (2020). Ethics code for behavior analysts . https://bacb.com/wp-content/ethics-code-for-behavior-analysts/ BACB (2024a). BACB certificant data . Retrieved October 2, 2024, from https://www.bacb.com/bacb-certificant-data/ BACB (2024b). Board Certified Behavior Analyst Handbook . Retrieved July 8, 2024, from https://www.bacb.com/wp-content/uploads/2022/01/BCBAHandbook_241226-a.pdf Bowman, K. S., Tereshko, L., Marshall, K. B., Weiss, M. J., & Rose, K. (2024). The perceptions and experiences of professionals collaborating with behavior analysts. Journal of Behavioral Education , 1-26. https://doi.org/10.1007/s10864-023-09542-4 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77-101. https://doi.org/10.1191/1478088706qp063oa Boyle, M. A., Uribe-Zarain, X., & Powell, A. M. (2023). Behavioral contrast: An exploratory survey of practitioner experiences. Journal of Applied Behavior Analysis, 56(4), 842–852. https://doi.org/10.1002/jaba.1022 Cadet, T., Cusimano, J., McKearney, S., Honaker, J., O’Neal, C., Taheri, R., ... & Cohn, J. S. (2024). Describing the evidence linking interprofessional education interventions to improving the delivery of safe and effective patient care: A scoping review. Journal of interprofessional care , 38 (3), 476-485. https://doi.org/10.1080/13561830.2023.2293119 Cardon, T. (2017). Speech-language pathologists and behavior analysts: Perspectives regarding theories and treatment of autism spectrum disorder. Perspectives of the ASHA Special Interest Groups , 2 (1), 27-46. https://doi.org/10.1044/persp2.SIG1.27 Council on Academic Accreditation in Audiology and Speech-Language Pathology. (2025). Standards for accreditation of graduate programs in audiology and speech-language pathology (2025). https://caa.asha.org/siteassets/files/accreditation-standards-for-graduate-programs-2025.pdf Dubuque, E.M., & Kazemi, E. (2022). An investigation of BCBA exam pass rates as a quality indicator of applied behavior analysis training programs. Behavior Analysis in Practice, 15 , 909–923. https://doi.org/10.1007/s40617-021-00660-x Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. https://ipec.memberclicks.net/assets/2016-Update.pdf Interprofessional Education Collaborative [IPEC] (2023). IPEC core competencies for interprofessional collaborative practice: Version 3. https://www.ipecollaborative.org/assets/core-competencies/IPEC_Core_Competencies_Version_3_2023.pdf Kelly, A., & Tincani, M. (2013). Collaborative training and practice among applied behavior analysts who support individuals with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities , 48 , 120-131. LaFrance, D. L., Weiss, M. J., Kazemi, E., Gerenser, J., & Dobres, J. (2019). Multidisciplinary teaming: Enhancing collaboration through increased understanding. Behavior Analysis in Practice , 12 (3), 709-726. https://doi.org/10.1007/s40617-019-00331-y Mann, A., Grimes, L. M., & Leichman, E. (2024). The need for greater training in consultation for behavior analysts. Behavior Analysis in Practice , 17 (2), 514–522. https://doi.org/10.1007/s40617-023-00872-3 McCutcheon, L. R., Haines, S. T., Valaitis, R., Sturpe, D. A., Russell, G., Saleh, A. A., ... & Lee, J. K. (2020). Impact of interprofessional primary care practice on patient outcomes: A scoping review. Sage Open , 10 (2). https://doi.org/2158244020935899 Novack, M. N., & Dixon, D. R. (2019). Predictors of burnout, job satisfaction, and turnover in behavior technicians working with individuals with autism spectrum disorder. Review Journal of Autism and Developmental Disorders , 6 (4), 413–421. https://doi.org/10.1007/s40489-019-00171-0 Saragih, I. D., Hsiao, C. T., Fann, W. C., Hsu, C. M., Saragih, I. S., & Lee, B. O. (2024). Impacts of Interprofessional education on collaborative practice of healthcare professionals: a systematic review and meta-analysis. Nurse Education Today , 106136. https://doi.org/10.1016/j.nedt.2024.106136 Sezgin, M. G., & Bektas, H. (2022). Effectiveness of interprofessional simulation-based education programs to improve teamwork and communication for students in the healthcare profession: A systematic review and meta-analysis of randomized controlled trials. Nurse Education Today , 120 , 105619. https://doi.org/10.1016/j.nedt.2022.105619 Slim, L., & Reuter-Yuill, L. M. (2021). A behavior-analytic perspective on interprofessional collaboration. Behavior Analysis in Practice , 14 (4), 1238–1248. https://doi.org/10.1007/s40617-021-00602-7 [RESEARCHERS] Spaulding, E. M., Marvel, F. A., Jacob, E., Rahman, A., Hansen, B. R., Hanyok, L. A., ... & Han, H. R. (2021). Interprofessional education and collaboration among healthcare students and professionals: a systematic review and call for action. Journal of Interprofessional Care , 35 (4), 612-621. https://doi.org/10.1080/13561820.2019.1697214 Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2018). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice , 12 (3), 654-666. https://doi.org/10.1007/s40617-018-00289-3 World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice (No. WHO/HRH/HPN/10.3). World Health Organization. Wright, P.I. (2019). Cultural humility in the practice of applied behavior analysis. Behavior Analysis in Practice 12 (4), 805–809. https://doi.org/10.1007/s40617-019-00343-8 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 04 May, 2026 Reviewers agreed at journal 03 Apr, 2026 Reviewers invited by journal 19 Feb, 2026 Editor assigned by journal 14 Feb, 2026 Submission checks completed at journal 14 Feb, 2026 First submitted to journal 13 Feb, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8874349","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":594085575,"identity":"d664884d-e5a5-4a53-8dbf-45e8c4f6c0c5","order_by":0,"name":"Sara Snyder","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAzUlEQVRIiWNgGAWjYJACCYYfDAz8DAdAbGYitTD2MDBINpCkhYGNgcEArIMYLfKzewxvfOCpizY+eDpNgqHCOrGBkBaDO2eMLWdYHM7dduDsNgmGM+lEaJHIMZPm4TkA0cLYdpiwFvkZQC1/2OpyNzeAtPwjQgvDDaAWBjbm3A0MIC0NRGgxuJFWbNnbczh3xoGzmy0SjqUbE+Gw5I03fvyoy+2fcXbjjQ811rKEHcbAYQChJQ4wMCQQVg4C7A8gND8Rxo+CUTAKRsHIBADLhUT+uE4D4wAAAABJRU5ErkJggg==","orcid":"","institution":"James Madison University","correspondingAuthor":true,"prefix":"","firstName":"Sara","middleName":"","lastName":"Snyder","suffix":""},{"id":594085576,"identity":"034503e8-c911-4788-ae4c-f675854ccffa","order_by":1,"name":"Heartley Huber","email":"","orcid":"","institution":"William \u0026 Mary","correspondingAuthor":false,"prefix":"","firstName":"Heartley","middleName":"","lastName":"Huber","suffix":""},{"id":594085577,"identity":"f5d15937-3cec-45c9-bb38-9ddf929e6921","order_by":2,"name":"Danika Pfeiffer","email":"","orcid":"","institution":"Old Dominion University","correspondingAuthor":false,"prefix":"","firstName":"Danika","middleName":"","lastName":"Pfeiffer","suffix":""},{"id":594085578,"identity":"eab791c1-5504-4c47-ae3f-22c4fc970ad2","order_by":3,"name":"Dannette Murray","email":"","orcid":"","institution":"James Madison University","correspondingAuthor":false,"prefix":"","firstName":"Dannette","middleName":"","lastName":"Murray","suffix":""}],"badges":[],"createdAt":"2026-02-13 17:23:17","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8874349/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8874349/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":103312494,"identity":"d2a5df20-e4b9-47ce-bc3a-3b870368da57","added_by":"auto","created_at":"2026-02-24 10:19:57","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":225626,"visible":true,"origin":"","legend":"\u003cp\u003eOverlap in Scope of Practice between BCBAs and SLPs\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-8874349/v1/4491ee41222cef8fde637bd8.jpg"},{"id":103506646,"identity":"2882fb10-05f5-420d-9fe0-de1ba2589e09","added_by":"auto","created_at":"2026-02-26 13:38:23","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2095490,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8874349/v1/40a7b0e1-ec33-4a9e-993f-4f29bafe0ff7.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The State of Interprofessional Practice Between Behavior Analysts and Speech-Language Pathologists","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe current educational service landscapes require practitioners to work collaboratively on interprofessional teams. Interprofessional practice (IPP) is defined as instances when \u0026ldquo;multiple health workers from different professional backgrounds provide comprehensive services by working with patients, students, their families, carers, and communities to deliver the highest quality of care and educational support across settings\u0026rdquo; (World Health Organization [WHO], 2010, p. 13). When implemented effectively, IPP has been shown to help prevent clinical and service delivery errors, increase client and student satisfaction, improve intervention fidelity and generalization, and enhance overall quality of life and functional outcomes (Bowman et al., 2024; Cadet et al., 2024; McCutcheon et al., 2020; Sezgin \u0026amp; Bektas, 2022).\u003c/p\u003e\n\u003cp\u003eBoard Certified Behavior Analysts (BCBAs) and Speech-Language Pathologists (SLPs) represent two professional groups with overlapping scopes of practice who often serve clients with disabilities, including autism, intellectual disability, social communication disorder, and developmental disabilities. Both BCBAs and SLPs are graduate-level independent practitioners who provide evaluations and interventions related to communication; however, their discipline-specific training and clinical practices are informed by different theoretical perspectives. BCBAs are trained in the science of applied behavior analysis (ABA), which emphasizes the relationships between behavior\u0026mdash;including language\u0026mdash;and their consequences (Association for Behavior Analysis International [ABAI], 2024), and SLPs often combine developmental, behavioral, cognitive, and social interactionist approaches in their practice (Cardon, 2017). Despite these differences in theoretical frameworks on their practice, collaboration between BCBAs and SLPs is essential to ensure clients with disabilities receive holistic, complementary, family-centered care that improves communication outcomes in an efficient manner.\u003c/p\u003e\n\u003cp\u003eAn essential precursor to effective IPP is interprofessional education (IPE), defined by the WHO (2010) as times when pre-service professionals from various disciplines come together to learn \u0026ldquo;about, from, and with each other to enable effective collaboration and improve health outcomes\u0026rdquo; (p. 13). The Interprofessional Education Collaborative (IPEC; 2023) has established four core competencies which guide IPE: (a) Values and Ethics: working with team members to maintain a climate of shared values, ethical conduct, and mutual respect; (b) Roles and Responsibilities: using the knowledge of one\u0026rsquo;s own role and team members\u0026rsquo; expertise to address individual and population health outcomes; (c) Communication: communicating in a responsive, responsible, respectful, and compassionate manner with team members; and (d) Teams and Teamwork: applying values and principles of the science of teamwork to adapt one\u0026rsquo;s own role in a variety of team settings. Explicit IPE is a prerequisite for practitioners, including BCBAs and SLPs, to work efficiently on IPP teams (Spaulding et al., 2021). Research shows that explicit IPE enhances positive attitudes towards other disciplines, mutual trust in their team, cross-professional knowledge, learners\u0026rsquo; value placed on a team-based approach to care, and collaborative skills (Saragih et al., 2024; Spaulding et al., 2021). An important initial step in IPE is learning about each other\u0026apos;s training and scope of practice to identify ways in which the two professions can complement and support one another in clinical practice. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOverview of BCBAs and SLPs\u0026rsquo; Pre-Service Training, Certification, and Licensure\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;BCBAs are qualified to assess, analyze, and provide intervention focused on producing socially significant behavior change, including language and communication, social behavior, adaptive behavior, and functional skills (Association for Professional Behavior Analysts [APBA], 2024; Behavior Analyst Certification Board [BACB], 2024b). They often supervise other practitioners, including behavior technicians and assistant behavior analysts (Behavior Analyst Certification Board, 2024a). Though multiple organizations credential behavior analysts, the BCBA credential provided by the Behavior Analyst Certification Board (BACB) is the most prevalent (Dubuque \u0026amp; Kazemi, 2022). Currently, BCBAs must hold a Masters\u0026rsquo; degree or higher and complete the requisite graduate-level coursework, guided by the BACB. By 2032, all BCBA candidates must obtain a graduate degree from an accredited program offering coursework in ABA. BCBAs also must complete up to 2000 supervised fieldwork hours prior to taking the BCBA certification exam. Once certified,\u0026nbsp;BCBAs must complete 32 continuing education credits every two years, including four ethics credits (BACB, 2024a). Moreover, additional licensure is required in 33 states (BACB, 2024b).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSLPs are certified to prevent, assess, diagnose, and provide intervention for individuals with speech, language, social communication, cognitive communication, and swallowing disorders (American Speech-Language-Hearing Association [ASHA], 2024). SLPs first complete a graduate program, consisting of at least 36 coursework credits in speech-language pathology and 400 hours of supervised clinical practicum experiences, and then must pass the Praxis examination in speech-language pathology (Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2023). To qualify for state licensure and ASHA\u0026rsquo;s Certificate of Clinical Competence, they also must complete a 9-month clinical fellowship, supervised by an SLP mentor who holds a Certificate of Clinical Competence (ASHA, n.d.-a). ASHA\u0026rsquo;s Certificate of Clinical Competence is a voluntary, recognized professional credential which requires SLPs to maintain high levels of professional standards and professional development (ASHA, n.d.-a). While some states require that SLPs have ASHA\u0026rsquo;s Certificate of Clinical Competence for licensure, others do not. To maintain ASHA\u0026rsquo;s Certificate of Clinical Competence, SLPs must complete 30 professional development hours during each 3-year certification maintenance interval (ASHA, n.d.-b). At least two hours must be : (a) in topics related to strengthening one\u0026rsquo;s ability to provide services aligning with the unique histories, values, and circumstances of individuals, families, and communities, and/or enhance capacity for self-reflection, adaptability, and collaboration with colleagues, students, externs, Clinical Fellows, assistants, professionals care partners, and others, as appropriate, and (b) at least one hour in ethics (ASHA, 2026). Licensure is required in all 50 states plus the District of Columbia, and 48 states and the District of Columbia require SLPs to complete varying continuing education hours for licensure renewal. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOverlapping and Complementary Scopes of Practice\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWithin their respective practices, many SLPs and BCBAs are responsible for improving communication skills (ABAI, 2024). Practitioners in both professions address expressive and receptive communication, pragmatic language skills, and the use of Augmentative and Alternative Communication (AAC) to support meaningful interaction (see Figure 1). ASHA (2016) explicitly recognizes that communication may be addressed collaboratively, provided each professional practices within their education and training, while the BACB acknowledges communication as a socially significant behavior appropriate for behavioral intervention when defined and measured behaviorally (BACB, 2020). A primary area of overlap is teaching communication as a replacement for challenging behavior, such as through Functional Communication Training (FCT). Both SLPs and BCBAs may teach requesting, initiating, and responding behaviors, assess environmental factors affecting communication, and target skill generalization across people and settings. In addition, the BACB (2020; 2024b) and ASHA (2016) highlight the importance of\u0026nbsp;data-based decision-making, supporting generalization of communication skills across setting and people, and training caregivers, educators, and other relevant constituents to improve client outcomes.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThough supporting communication skill development is an area of overlapping practice for BCBAs and SLPs, philosophical approaches and training to address communication skills vary by discipline, and clinicians\u0026rsquo; scope of competence for supporting communication skills may vary. SLPs are more likely to have more thorough training in the development of speech and language and other areas of speech-language pathology, including fluency, voice, and swallowing disorders, that are outside the scope of practice for BCBAs. In contrast, BCBAs approach communication skills from a behavioral rather than developmental perspective, and BCBAs may have complementary skills that enhance the client\u0026rsquo;s ability to benefit from communication skills instruction (e.g., strategies for reducing interfering behavior and increasing prosocial behaviors; ABAI, 2024). Both professionals are required to adhere to evidence-based practices (Cardon, 2017).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eBCBAs may engage in direct service delivery (APBA, 2015). However, increasingly behavior analysts spend their time in consultative roles or serving clients indirectly (Mann et al., 2024) and supervising other professionals who provide direct services to clients (e.g., behavior technicians; Novack \u0026amp; Dixon, 2019). In contrast, SLPs typically spend more time providing direct services to clients (Bowman et al., 2024).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical and Training Requirements Related to IPP\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBoth BCBAs and SLPs are guided by their disciplines\u0026rsquo; codes of ethics. \u003cem\u003eThe Ethics Code for Behavior Analysts\u003c/em\u003e (BACB, 2020) item 2.10 mandates that BCBAs put clients\u0026rsquo; best interest first when engaging with colleagues from other professions. The ASHA \u003cem\u003eCode of Ethics\u0026nbsp;\u003c/em\u003ePrinciple of Ethics IV, item A mandates that SLPs engage with other professionals to promote \u0026ldquo;the highest quality of care\u0026rdquo; (ASHA, 2023). Both codes mandate that professionals should engage in IPP, but neither code specifies how to engage in effective IPP.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSLPs have specific pre-service training expectations related to IPP. The Council on Academic Accreditation in Audiology and Speech-Language Pathology\u0026rsquo;s 2025 Standards for Accreditation in Graduate Programs outline broad expectations for graduate programs related to IPP, including that students must: (a) learn how to communicate in a responsive and responsible manner with interprofessional team members, (b) demonstrate knowledge of the roles and importance of interprofessional assessment and intervention, and (c) work effectively as an interprofessional team member. However, in a 2023 survey conducted by ASHA, only approximately 60% of SLPs (60.6% working in health care, 62.4% working in schools) reported receiving training related to IPP. In contrast, no explicit training requirements for IPP exist for BCBAs.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eReview of previous research on IPP between BCBAs and SLPs\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResearch shows that IPP between SLPs and BCBAs is already happening, given that both may serve individuals in need of assessment and intervention of communication skills. In ASHA\u0026rsquo;s 2023 IPP survey, about 16.8% of healthcare-based SLPs and 35% of school-based SLPs reported collaborating with BCBAs on IPP teams in the last year. Kelly and Tincani (2013) found that 62% of BCBAs surveyed reported collaborating with other professionals at least daily, and 55% of BCBAs collaborated with SLPs on a routine basis. BCBAs reported that they were more likely to provide a recommendation to SLPs than accept a recommendation from SLPs, as well as from most other reported collaborative partners (e.g., special education teachers, occupational therapists [OTs], physical therapists [PTs]). Though BCBAs acknowledged the importance of collaboration in ethical practice, most respondents reported no prior coursework or professional development in collaboration.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eCardon (2017) conducted a survey of SLPs, behavior analysts (i.e., BCBAs, Board Certified Assistant Behavior Analysts, and students in progress toward certification), and practitioners dually certified as BCBA and SLPs. Findings indicated that, despite clear differences in their theoretical approach to language acquisition, more than half of BCBAs (74%) and SLPs (67%) thought the other professional was a \u0026ldquo;necessary\u0026rdquo; member of the team when working to support a client. Cardon notes that IPE is still needed for both professional groups, with continued focus on educating SLPs about the training and roles of BCBAs and informing BCBAs about interventions regarding communication and language. In this study, it is unclear how often or in what format participants collaborated with one another or whether they had received any training in IPP.\u003c/p\u003e\n\u003cp\u003eBowman et al. (2024) surveyed other professionals about their experiences working with BCBAs, including SLPs, educators, OTs, and others. SLPs\u0026rsquo; perspectives about collaborating with BCBAs were less favorable on almost all survey items compared to other professionals\u0026rsquo; perspectives of working with BCBAs. SLPs were less likely than other professionals to agree with the following statements: \u0026lsquo;BCBAs listened to and considered their ideas\u0026rsquo;; \u0026lsquo;BCBAs consistently conveyed respect for other disciplines\u0026rsquo;; and \u0026lsquo;BCBAs showed understanding for the concerns and perspectives of other individuals.\u0026rsquo; Bowman et al. (2024) survey results suggest that BCBAs\u0026rsquo; and SLPs\u0026rsquo; relationships are more likely to suffer from issues related to role encroachment due to overlapping and unclear roles.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThough the extant research shows BCBAs and SLPs collaborate regularly and may see each other as necessary members on treatment teams, a better understanding of their frequency and method of collaboration, prior training and level of confidence engaging in collaborative practices with each other and with other practitioners, and the factors that impact their ability to effectively collaborate is needed to inform pre-service and in-service IPE and to improve client and student outcomes. In this survey study, we sought to expand on prior research on collaboration between BCBAs and SLPs to better understand: 1) the frequency, format, and topics of collaboration; 2) prior IPE, current confidence engaging in collaboration, and IPE training needs; and 3) barriers and facilitators to effective collaboration. Specifically we sought to answer the following research questions about BCBAs and SLPs:\u0026nbsp;\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eHow often do they collaborate with each other and in what format? \u0026nbsp;\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/li\u003e\n \u003cli\u003eHow confident do they feel engaging in IPP with other professionals? How confident are they when using specific interprofessional practices aligned to the IPEC sub-competencies?\u003c/li\u003e\n \u003cli\u003eWhat IPE training do they have and what additional training do they feel is necessary to effectively engage in IPP?\u003c/li\u003e\n \u003cli\u003eWhat do they identify as barriers and facilitators to effective IPP? What specific supports are needed to engage in effective IPP?\u003c/li\u003e\n \u003cli\u003eHow likely are they to implement a recommendation from the other professional?\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eParticipants and Recruitment\u003c/h2\u003e \u003cp\u003e After receiving IRB approval, we recruited a sample of BCBAs and SLPs through social media and professional organizations. Specifically, we distributed the survey link through our personal and universities\u0026rsquo; social media accounts and posted the link on the social media pages of regional and national professional groups for both BCBAs (e.g., APBA) and SLPs (e.g., ASHA Special Interest Groups\u0026rsquo; discussion boards). The survey link was also sent by the APBA via email to their list of email subscribers.\u003c/p\u003e \u003cp\u003eTo be included in the study, survey respondents must have reported that they 1) worked primarily as a BCBA or SLP and 2) had collaborated with someone of the other profession within the last 5 years. Our final sample included 101 BCBAs and 107 SLPs from 33 states each, representing all major regions of the United States. The SLP sample also includes one participant from Washington, D.C., and six BCBAs and one SLP reported they are located outside the United States. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e includes participant demographic and service setting data.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eParticipant Demographics\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003cp\u003e(\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;101)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003cp\u003e(\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;107)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eYears of experience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eless than 1 year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u0026ndash;5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e42 (41.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e19 (17.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29 (28.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20 (18.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11\u0026ndash;15 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13 (12.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13 (12.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e16\u0026ndash;20 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9 (8.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13 (12.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21\u0026ndash;25 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21 (19.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26\u0026ndash;30 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10 (9.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eover 30 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (2.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11 (10.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAdditional licenses*\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeacher\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20 (19.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14 (13.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSchool counselor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSchool psychologist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3 (3.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClinical Psychologist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3 (3.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Worker\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (1.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOccupational therapist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (1.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (1.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (1.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEarly Intervention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (1.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (2.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7 (6.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6 (5.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNone\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e65 (64.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e82 (76.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAge of clients served*\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e76 (75.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e69 (64.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u0026ndash;11 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e85 (84.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e81 (75.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e12\u0026ndash;17 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e61 (60.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e54 (50.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18\u0026thinsp;+\u0026thinsp;years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33 (32.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e31 (29.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePrimary service setting\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePK-12 schools\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29 (28.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e62 (57.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNon-residential healthcare facility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33 (32.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28 (26.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResidential healthcare facility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (1.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClients' homes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e27 (26.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6 (5.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClients' community\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (1.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11 (10.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7 (6.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUnemployed\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (1.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePrimary mode of service\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIn person\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e87 (86.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e93 (86.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTelehealth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10 (9.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (3.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo response\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10 (9.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003eNote: * indicates participants could select more than one option\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eSurvey Instrument\u003c/h2\u003e \u003cp\u003eWe asked BCBAs and SLPs to complete a 34-item survey using a secure, web-based platform (Qualtrics, 2022), which included sections addressing: (a) participant demographics and prior training in IPP, (b) confidence engaging in common collaborative practices with other service providers in general, (d), and format, frequency, and factors impacting collaboration between BCBAs and SLPs. The survey contained multiple-choice, Likert-scale, and free response questions.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eParticipant Demographics and Training in IPP\u003c/h3\u003e\n\u003cp\u003eWe asked respondents to report their current role, total years of experience in their profession, years of experience in various school and clinical settings, and additional licenses they hold. We also asked about the primary setting in which they serve clients, age of clients served, and primary mode of service (i.e., in person or telehealth).\u003c/p\u003e\n\u003ch3\u003eFrequency, Format, and Content of Collaboration Between BCBAs and SLPs\u003c/h3\u003e\n\u003cp\u003eIn this section, respondents reported how often them collaborate with members of the other profession (i.e., never, once yearly, twice yearly, every 3 months, monthly, biweekly, once weekly, 2\u0026ndash;3 times per week, 4\u0026ndash;5 times per week, daily) and which formats they typically use for collaboration (i.e., in person, phone, email, text message, video conference, or another method). We also asked respondents on which components of the treatment process they collaborate with the other professional, including assessment, direct service delivery, modeling how to support clients\u0026rsquo; progress for other providers or caregivers, or as part of professional development.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eConfidence Collaborating with Other Service Providers and Engaging in Selected Collaborative Practices\u003c/h2\u003e \u003cp\u003eNext, we asked respondents to rate their confidence engaging in collaboration more generally. Specifically, we asked respondents to rate their confidence collaborating with other service providers, including special education teachers, general education teachers, BCBAs, related service providers, psychologists/psychiatrists, parents/caregivers, and student clinicians. We also asked them to rate their confidence engaging in eight sub-competencies from the four 2016 IPEC Core Competencies for IPP (IPEC, 2016). We disseminated this survey before the 2023 Core Competencies were published. We selected these eight sub-competencies through research team member consensus by selecting items that seemed most relevant to collaboration between BCBAs and SLPs. Respondents rated each sub-competency using a 5-point, Likert-type scale (1\u0026thinsp;=\u0026thinsp;\u003cem\u003enot confident\u003c/em\u003e, 2\u0026thinsp;=\u0026thinsp;\u003cem\u003eslightly confident\u003c/em\u003e, 3\u0026thinsp;=\u0026thinsp;\u003cem\u003esomewhat confident\u003c/em\u003e 4\u0026thinsp;=\u0026thinsp;\u003cem\u003efairly confident\u003c/em\u003e, 5\u0026thinsp;=\u0026thinsp;\u003cem\u003ecompletely confident\u003c/em\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eTraining in IPP, Training Needs, and Barriers and Facilitators Impacting IPP\u003c/h2\u003e \u003cp\u003eWe asked respondents if they received any training in IPP in their initial practitioner preparation program (i.e., coursework or fieldwork) or as part of any in-service professional development. Next, we questioned if they wanted additional training in specific IPP skills. To better understand facilitators and barriers affecting IPP, we asked respondents to select from individual and systems-level factors which may support or hinder collaboration with members of the other profession. We asked respondents if any specific factors would increase IPP (i.e., more funding, more training on collaboration, more support from colleagues). We also included an open-ended option for respondents to describe any other resources or supports they feel would increase their engagement on IPP teams. Finally, respondents rated how likely they are to implement recommendations given by a colleague of the other profession, using a 4-point Likert-type scale (1\u0026thinsp;=\u0026thinsp;\u003cem\u003eextremely unlikely\u003c/em\u003e, 2\u0026thinsp;=\u0026thinsp;\u003cem\u003eunlikely\u003c/em\u003e, 3\u0026thinsp;=\u0026thinsp;\u003cem\u003elikely\u003c/em\u003e, 4\u0026thinsp;=\u0026thinsp;\u003cem\u003eextremely likely\u003c/em\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eWe summarized BCBA and SLP demographic information and ratings using descriptive statistics (i.e., means, standard deviations, percentages). To summarize respondents\u0026rsquo; scope of training on common behavioral practices, we calculated average ratings and reported percentages for respondents who received training in each format. We used independent-samples \u003cem\u003et\u003c/em\u003e tests to examine differences within each group in reported confidence in collaboration based on categorical variables (i.e., preservice training in IPP, school as a primary work setting, and holding additional licenses or certification). For preservice training, we dummy coded 0 for respondents who reported no preservice training in collaboration and 1 for respondents who reported training in collaboration as part of their preservice coursework and/or fieldwork. For school as a primary setting, we dummy coded 1 for respondents who reported working primarily in school settings and 0 for respondents who reported working in any other setting. For additional licenses or certifications, we dummy coded 1 for respondents who reported holding any licenses or certification in addition to the primary certification required for their role (i.e., BCBA or SLP). Respondents who reported no additional licenses or certifications were dummy coded as 0. For these tests, we assessed the magnitude of any differences by calculating Cohen\u0026rsquo;s \u003cem\u003ed\u003c/em\u003e. To examine the relationship between years of experience and ratings of confidence, we calculated Pearson\u0026rsquo;s product-moment correlation coefficients. For both correlation coefficients and Cohen\u0026rsquo;s \u003cem\u003ed\u003c/em\u003e, we interpreted effect sizes using guidelines proposed by Cohen (1988); we considered .20 to be small, .50 moderate, and .80 large. Pearson\u0026rsquo;s Chi Square analysis was used to gauge alignment among respondents\u0026rsquo; experience across format of collaboration and their perspectives on factors which support or hinder collaboration between BCBAs and SLPs. We used one-way ANOVA to compare ratings of likelihood of implementing a recommendation between BCBA and SLPs. We also conducted an exploratory multiple regression analysis to further understand factors related to respondents\u0026rsquo; likelihood of implementing a recommendation.\u003c/p\u003e \u003cp\u003eWe used thematic analysis (Braun \u0026amp; Clarke, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) to analyze responses to the open-ended question asking respondents to describe supports or other factors that would increase their engagement on teams with the other professional. Following a six-step process (Boyle et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), we began by reading all responses from BCBAs and SLPs and coded (i.e., paraphrased) each response. Responses were grouped by common themes. Data were analyzed using a deductive approach followed by an inductive approach. We started with a list of 21 codes used in a similar previous study (RESEARCHERS), and if a response did not fit one or more of those codes, a new code was developed to capture the response by determining a key word or phrase that summarized the respondents' words, in line with a thematic analysis approach (Braun \u0026amp; Clarke, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Coders assigned multiple codes to responses when appropriate. We determined the most common themes within each group and across groups. Finally, we defined and identified examples for each theme. All responses were coded independently by two researchers to ensure interrater reliability; we used consensus coding to resolve any disagreements.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eResponses from 101 BCBAs and 107 SLPs were included in this study. Results are summarized in Tables\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e through \u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFrequency and format of collaboration\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003cp\u003e(\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;101)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003cp\u003e(\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;107)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFrequency of collaboration\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than once yearly\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (1.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (2.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOnce yearly\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6 (5.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6 (5.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTwice yearly\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7 (6.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10 (9.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEvery 3 months\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16 (15.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12 (11.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMonthly\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e21 (20.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16 (15.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBiweekly\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12 (11.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12 (11.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOnce weekly\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7 (6.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10 (9.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u0026ndash;3 weekly\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12 (11.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11 (10.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4\u0026ndash;5 weekly\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8 (7.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10 (9.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDaily\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10 (9.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13 (12.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo response\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (1.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (3.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eLast time collaborated with other profession\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWithin the last year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e88 (87.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e80 (74.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWithin the last 2 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12 (11.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWithin the last 5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9 (8.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e15 (14.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFormats used for collaboration\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIn person\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81 (80.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e80 (74.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhone\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e53 (52.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e32 (29.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEmail\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e76 (75.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e66 (61.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eText message\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e24 (23.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25 (23.4%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVideo conference\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e49 (48.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e36 (33.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther (e.g., messaging app)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (1.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (1.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTopics of collaboration\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAssessment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e50 (49.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e38 (35.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDirect service delivery\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e89 (88.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e76 (71.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eModeling/training for caregivers/other providers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e80 (79.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e69 (64.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProfessional development\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31 (30.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e19 (17.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eReported Confidence in Collaboration and Related Factors\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"18\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c15\" colnum=\"15\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c16\" colnum=\"16\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c17\" colnum=\"17\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c18\" colnum=\"18\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003ePre-service IPE\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003eYears Experience\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003ePrimarily in School\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c18\" namest=\"c17\"\u003e \u003cp\u003eAdditional License\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003em\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003esd\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003em\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003esd\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c14\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c15\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c17\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c18\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eCollaborative Partners\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpecial Education Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.31**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.56***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.32\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGeneral Education Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.48*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.28**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.33**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.51*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBCBAs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e-0.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e-0.13\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRelated service providers (e.g., PTs, OTs, SLPs)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.29**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.34**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.06\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.20\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePsychologists/psychiatrists\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.39**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.30**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e-0.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.21\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParents/caregivers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.30**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.26**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e-0.38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStudent clinicians\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e-0.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.35**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.26**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e-0.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.16\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eCollaborative Practices\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunicate professional role and responsibilities clearly to patients, families, community members, and other professionals.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.26**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.30**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e-0.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e-0.10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eListen actively and encourage ideas and opinions of other team members.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e0.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.24\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDevelop a trusting relationship with patients, families, and other team members\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;0.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e0.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunicate to clarify each team member's responsibility in executing treatment plan components\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.27**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.26**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.27\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEngage other professionals in shared patient-centered and population-focused problem-solving.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.32**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e-0.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.22\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunicate information with patients, families, community members, and health team members in a form that is clear and understandable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e-0.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.31**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.23*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntegrate knowledge and expertise of other professionals to inform treatment decisions, while respecting patient and community values, priorities, and preferences.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e-0.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.31**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.20*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.06\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKnow your role and the role of other professionals, including similarities and differences in philosophy, practice, and expertise.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e-0.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.22*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.22*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e-0.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0.29\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eIPP Training needs\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePearson Chi Square of BCBA/ SLP ratings\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunicate roles and responsibilities effectively\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e17 (16.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26 (24.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.77\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eActive listening/encouraging ideas and opinions of others\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e16 (15.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e22 (20.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.78\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBuilding trusting relationships with collaborators\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15 (14.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16 (15.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunicating effectively to designate tasks and responsibilities to execute treatment plans\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e42 (41.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e42 (39.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.12\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEngage other professionals in shared patient-centered and population focused problem-solving\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e38 (37.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e36 (33.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunicating effectively with other stakeholders without using jargon\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e26 (25.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e18 (16.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.48\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntegrating knowledge and experience of other professionals to make treatment decisions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e59 (58.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e32 (29.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e17.16***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKnowledge of BCBA and SLP roles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e14 (13.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e42 (39.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e17.03***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003e\u003cem\u003eNote\u003c/em\u003e. *Statistical tests were significant at \u003cem\u003ep\u003c/em\u003e \u0026lt;\u0026thinsp;.05; ** Statistical tests were significant at \u003cem\u003ep\u003c/em\u003e \u0026lt;\u0026thinsp;.01; ***Statistical tests were significant at \u003cem\u003ep\u003c/em\u003e \u0026lt;\u0026thinsp;.001.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFacilitator and Barriers to IPP\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePearson Chi Square of BCBA/ SLP ratings\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFacilitators to IPP\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCollaborators are co-located\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e55 (54.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42 (39.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.83*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eConfidence in IPP in current setting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e45 (44.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e24 (22.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11.47***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eReasonable workload/caseload\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e40 (39.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e27 (25.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.91*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSufficient training in IPP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30 (29.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e18 (16.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.86*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eShared philosophy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e52 (51.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40 (37.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.19*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIPP fits current role\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e55 (54.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e37 (34.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8.32**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSufficient time for collaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41 (40.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25 (23.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7.12**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eShared planning time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23 (22.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e24 (22.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWillingness of potential collaborators\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e75 (74.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e58 (54.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.06**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProductivity/billing practices support IPP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e24 (23.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8 (7.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.59**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWorkplace culture supports IPP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e57 (56.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34 (31.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12.839***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAbility to maintain scope of practice and engage in IPP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e57 (56.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42 (39.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6.15*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClinical need for collaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e67 (66.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e49 (45.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8.89**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdministration support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e51 (50.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e32 (29.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.18**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNone\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (2.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.87\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eBarriers to IPP\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCollaborators are not co-located\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30 (29.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30 (28.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.07\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUnsure how to collaborate in current setting\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 (5.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (1.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.52\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWorkload/caseload is too big\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25 (24.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30 (28.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.29\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot enough training in IPP\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8 (7.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (1.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.16*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo shared philosophy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20 (19.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e39 (36.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7.09**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUnsure how IPP fits in current role\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (1.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot enough time for collaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71 (70.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e71 (66.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.37\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo shared planning time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e48 (47.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e39 (36.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther collaborators are unwilling\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e37 (36.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35 (32.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.35\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProductivity/billing practices do not support IPP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33 (32.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29 (27.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.77\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWorkplace culture does not support IPP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9 (8.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9 (8.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.02\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCollaboration is outside scope of practice\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (0.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.95\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo clinical need\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 (5.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (0.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.99\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo administration support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19 (18.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12 (11.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNone\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6 (5.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (1.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.33\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cem\u003eNote\u003c/em\u003e. \u003csup\u003ea\u003c/sup\u003e = Did not meet assumptions of the Chi Square test, so used Fisher's Exact Test. *Statistical tests were significant at \u003cem\u003ep\u003c/em\u003e \u0026lt;\u0026thinsp;.05; ** Statistical tests were significant at \u003cem\u003ep\u003c/em\u003e \u0026lt;\u0026thinsp;.01; ***Statistical tests were significant at \u003cem\u003ep\u003c/em\u003e \u0026lt;\u0026thinsp;.001.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFactors to increase engagement on IPP teams\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBCBA\u003c/p\u003e \u003cp\u003e(\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;97)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003cp\u003e(\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;95)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePearson Chi Square of BCBA/ SLP ratings\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e (%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e (%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMore funding\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18 (17.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11 (10.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e10.20*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMore training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e19 (18.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9 (8.4%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMore support from colleagues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e19 (18.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e22 (20.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e22 (21.8.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e38 (35.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo additional resources needed\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e19 (18.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15 (14.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003e\u003cem\u003eNote.\u003c/em\u003e BCBA= Board Certified Behavior Analyst; IPP\u0026thinsp;=\u0026thinsp;Interprofessional Practice; SLP= Speech-Language Pathologist.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eQualitative Codes, Frequencies, and Sample Quotes for \u0026ldquo;Other\u0026rdquo; Responses for Factors that Increase Engagement on IPP Teams with the Other Professional\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eBCBA (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;22)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eSLP\u003c/p\u003e \u003cp\u003e(\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;38)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003eSample quotes\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDeductive codes\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAccountability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;More cooperation from [SLPs], answering my calls, emails, etc.\u0026rdquo; (BCBA)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eActive listening\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;More willingness to listen to other professionals.\u0026rdquo; (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBuilding rapport/teamwork\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;\u0026hellip; an emphasis on the importance of working together and building trusted relationships. We, and other professionals unused to IPP, can be very territorial and defensive.\u0026rdquo; (BCBA)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommitment to evidence- and research-based practices\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;I would need BCBAs to stop recommending developmentally unsuitable and PTSD-inducing practices for my students.\u0026rdquo; (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMore time/better time management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;Time in the workplace...time whether it\u0026rsquo;s billed or paid time from employer means the practice is valued.\u0026rdquo; (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eScheduled meetings/designated time to collaborate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;Systemic changes to the structure of the organization to support timing\u0026hellip;to allow for more IPP.\u0026rdquo; (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eShared decision making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;Mutual willingness to cooperate and compromise.\u0026rdquo; (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eShared philosophy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;Many of their methods are unethical and cause harm to my students, so I cannot simply do as I'm told when it comes to their harmful directives.\u0026rdquo; (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eShowing mutual respect for roles/expertise\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;For SLPs to respect that Behavior Analysts can also work on language acquisition via verbal behavior and that it is rooted in our science.\u0026rdquo; (BCBA)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTraining\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;More training on how to maximize collaboration.\u0026rdquo; (BCBA)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eInductive codes\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAdministrative support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;Admin understanding and support.\u0026rdquo; (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBilling practices to support collaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;Ability of both professionals to be able to bill concurrently for a Medicaid waiver client.\u0026rdquo; (BCBA)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFunding for collaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;A model that funds collaboration...\u0026rdquo; (BCBA)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMore staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;More staffing-we have few BCBAs and SLPs.\u0026rdquo; (BCBA)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNeed access to other professional\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;Locating a BCBA in my school on a predictable basis\u0026hellip;would be the first step toward making collaborating easier. (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eScope of practice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;Willingness of BCBAs to stay within their scope of practice.\u0026rdquo; (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSmaller caseloads\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;Smaller caseload to free up some time to collaborate.\u0026rdquo; (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWillingness of professionals to collaborate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;My biggest barrier is that other professionals do not want to collaborate when I reach out.\u0026rdquo; (BCBA)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWorkplace culture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u0026ldquo;For it to be a part of workplace culture.\u0026rdquo; (SLP)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"9\"\u003e\u003cem\u003eNote.\u003c/em\u003e BCBA= Board Certified Behavior Analyst; IPP\u0026thinsp;=\u0026thinsp;Interprofessional Practice; SLP= Speech-Language Pathologist.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eParticipant Demographics\u003c/h2\u003e \u003cp\u003eParticipant demographics are presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. Respondents reported a wide range of years of experience. More than half of SLPs reported over 15 years of experience (51.4%), while most BCBAs (85.1%). reported 15 years of experience or less. Most clinicians reported no additional licenses and credentials (64.4% of BCBAs and 76.6% of SLPs). The most frequent additional license or certification held by respondents was a teaching license (19.8% of BCBAs and 13.1% of SLPs). Two SLPs (1.9%) reported having BCBA credentials and one BCBA (1.0%) reported having SLP credentials.\u003c/p\u003e \u003cp\u003eWe asked respondents to select their primary work setting. Most SLPs reported PK-12 schools (57.9%) as their primary work setting, followed by non-residential healthcare facilities (e.g., private practice or clinic, 26.2%). Most BCBAs reported working primarily in non-residential healthcare facilities (32.7%), PK-12 schools (28.7%), or clients\u0026rsquo; homes (26.7%). We also asked respondents to report how many years they worked in each setting. SLPs reported an average of 11.4 years in PK-12 settings, compared to BCBAs\u0026rsquo; 5.3 years. BCBAs reported an average of 5.9 years working in clients\u0026rsquo; homes and 6.3 years in community settings, as compared to 3.5 years and 1.1 years for SLPs, respectively. SLPs reported an average of 5.5 years working in non-residential healthcare settings and 3.6 years in residential settings; BCBAs\u0026rsquo; averaged 4.3 years in non-residential and 2.1 years in residential settings. We asked respondents to select all the client age groups with whom they worked. For both groups, respondents reported working mostly with clients ages 0\u0026ndash;17 years, with a notable decrease for clients 18\u0026thinsp;+\u0026thinsp;years of age. Finally, most respondents reported providing in-person services (86.1% of BCBAs and 86.9% of SLPs) compared to telehealth (9.9% of BCBAs and 3.71% of SLPs).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eFrequency, Format, and Content of IPP Between BCBAs and SLPs\u003c/h2\u003e \u003cp\u003eFrequency, format, and content of IPP data are addressed in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. For both groups, most respondents reported collaborating with the other professional within the last year (87.1% of BCBAs and 74.8% of SLPs). Though the majority reported collaborating less than twice per month, 36.6% of BCBAs and 41.4% of SLPs reported collaborating with the other professional at last once per week, with 9.9% of BCBAs and 12.1% of SLPs collaborating daily.\u003c/p\u003e \u003cp\u003eIn-person collaboration was the most frequently endorsed format (80.2% of BCBAs and 74.8% of SLPs), followed by email (75.2% of BCBAs and 61.7% of SLPs). Other formats reported included phone, text, and video conference. We asked respondents to select the topics on which they were most likely to collaborate with the other professional. BCBAs and SLPs both reported collaborating frequently about direct service delivery (88.1% of BCBAs and 71.0% of SLPs) and modeling and training for caregivers and other providers (79.1% of BCBAs and 64.5% of SLPs). Less frequently endorsed topics included assessment (49.5% of BCBAs and 35.5% of SLPs) and professional development (30.7% of BCBAs and 17.8% of SLPs).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eConfidence Collaborating with Other Service Providers and Engaging in Selected Collaborative Practices\u003c/h2\u003e \u003cp\u003eRespondents were asked to report their confidence when collaborating with other service providers, including special and general education teachers, BCBAs, related service providers (e.g., physical therapists, occupational therapists, SLPs), psychologists/psychiatrists, parents/caregivers, and student clinicians (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). BCBAs reported being most confident in working with other BCBAs (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.9, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.4), followed by parents/caregivers (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.8, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.5). BCBAs reported slightly less confidence collaborating with special education teachers (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.5, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.9), student clinicians (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.5, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.8), related service providers (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.3, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.8), general education teachers (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.2, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.9), and psychologists and psychiatrists (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.1, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.0). SLPs reported being most confident working with related service providers (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.9, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.4), followed by parents and caregivers (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.8, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.6) and student clinicians (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.7, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.7). SLPs reported the least confidence collaborating with BCBAs (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;3.9, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.2), compared to any other professional group.\u003c/p\u003e \u003cp\u003eWe asked respondents to rate their confidence engaging in specific collaborative practices consistent with the 2016 IPEC sub-competencies (see Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). Across both groups, average confidence in collaborative practices ranged from 4.3 to 4.8, falling between \u003cem\u003efairly confident\u003c/em\u003e and \u003cem\u003ecompletely confident\u003c/em\u003e. For BCBAs, the sub-competency with lowest mean was \u003cem\u003eknowing their role and the role of other professionals, including similarities and differences in philosophy, practice, and expertise\u003c/em\u003e (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.3, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.9), which also had the highest variability in responses. The sub-competencies BCBAs reported being most confident in included \u003cem\u003edevelop a trusting relationship with patients, families, and other team members\u003c/em\u003e (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.8, \u003cem\u003esd\u003c/em\u003e =. 0 5) followed by \u003cem\u003elistening actively and encourage the ideas and opinions of other team members\u003c/em\u003e (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.7, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.6) and \u003cem\u003ecommunicating their professional role and responsibilities clearly to patients, families, community members, and other professionals\u003c/em\u003e (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.7, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.6).\u003c/p\u003e \u003cp\u003eSLPs\u0026rsquo; average ratings of confidence were lower for \u003cem\u003ecommunicating with team members to clarify each member\u0026rsquo;s responsibility when executing components of a treatment plan\u003c/em\u003e (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.4, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.7) and \u003cem\u003eknowing their role and the role of other professionals, including similarities and differences in philosophy, practice, and expertise\u003c/em\u003e (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.4, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.7). SLPs and BCBAs reported greatest confidence for the same three sub-competencies: \u003cem\u003edeveloping a trusting relationship with patients, families, and other team members\u003c/em\u003e (BCBAs: \u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.8, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.5; SLPs: \u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.8, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.4); \u003cem\u003elisten actively and encourage ideas and opinions of other team members\u003c/em\u003e (BCBAs: \u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.7, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.6; SLPs: \u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.8, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.4); and \u003cem\u003ecommunicating their professional role and responsibilities clearly to patients, families, community members, and other professionals\u003c/em\u003e (BCBAs: \u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.7, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.6; SLPs: \u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.7, \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.6).\u003c/p\u003e \u003cp\u003eWe ran further analyses to compare respondents\u0026rsquo; reported confidence to four variables: 1) respondents receiving IPE in their preservice training, 2) respondents\u0026rsquo; years of experience, 3) schools as their primary work setting, and 4) having an additional license (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). BCBAs who received pre-service IPE reported significantly higher ratings of confidence collaborating with general education teachers (\u003cem\u003ed\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.48). Both BCBAs and SLPs with more years of experience in their field reported feeling significantly more confident across collaborative partners, except for BCBAs\u0026rsquo; collaboration with special education teachers (\u003cem\u003er\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.17). Years of experience was not significantly correlated confidence working with BCBAs for either group. Though BCBAs and SLPs with more years of experience were significantly more likely to endorse higher ratings of confidence for five and six practices respectively, correlations were low, ranging from 0.20 to 0.32. Primarily working in a school setting was not a significant predictor of confidence across personnel or collaborative practices, with one exception. BCBAs working primarily in non-school settings reported greater confidence collaborating with special education teachers (\u003cem\u003ed\u003c/em\u003e = -0.56). Similarly, holding an additional license did not predict confidence on any confidence items, except for BCBA\u0026rsquo;s collaboration with general education teachers (\u003cem\u003ed\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.51).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eScope of Training in IPP and IPP Training Needs\u003c/h2\u003e \u003cp\u003eMany BCBAs and SLPs reported receiving IPE as part of their initial professional preparation program. Specifically, 52.5% of BCBAs and 49.5% of SLPs reported receiving IPE as part of their initial graduate school coursework. Also, 61.4% of BCBAs and 70.1% of SLPs reported receiving IPE in their fieldwork placements during their initial graduate preparation program. However, 27.7% of BCBAs and 22.4% of SLPs reported receive no preservice IPE. Furthermore, though 79.2% of BCBAs and 85.0% of SLPs reported participating in in-service workshops, trainings, or continuing education activities that addressed IPP, 5.9% of BCBAs and 4.7% of SLPs indicated they did not receive any formal IPE as part of their pre-service or in-service training.\u003c/p\u003e \u003cp\u003eWhen asked to identify their training needs for IPP (reported in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e), both groups endorsed \u003cem\u003ecommunicating effectively to delegate tasks and responsibilities to execute treatment plans\u003c/em\u003e (41.6% of BCBAs and 39.3% of SLPs). and \u003cem\u003eengaging other professionals in shared patient-centered and population focused problem-solving\u003c/em\u003e as training needs (37.6% of BCBAs and 33.6% of SLPs). Both groups also indicated need for training in \u003cem\u003eintegrating knowledge and experiences of other professionals to make treatment decisions\u003c/em\u003e (58.4% of BCBAs and 29.9%% of SLPs). However, BCBAs endorsed this item significantly more often than SLPs, \u003cem\u003eX\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e(1, \u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;227)\u0026thinsp;=\u0026thinsp;16.8, \u003cem\u003ep\u003c/em\u003e \u0026lt; .0001. On the other hand, significantly more SLPs (39.3%) endorsed \u003cem\u003eknowledge of BCBA and SLP roles\u003c/em\u003e as a training need than BCBAs (13.9%)\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eBarriers and Facilitators Impacting IPP\u003c/h2\u003e \u003cp\u003eWe asked respondents to endorse factors that are barriers and facilitators when engaging in IPP in their current settings (Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e). Overall, more respondents in both groups endorsed facilitative factors (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;75.7; \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;33.5), than they did barriers (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;41.3; \u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;40.4). Top three facilitating factors endorsed by both professional groups include: \u003cem\u003ewillingness of potential collaborators\u003c/em\u003e (74.3% of BCBAs and 54.2% of SLPs), \u003cem\u003eclinical need to collaborate\u003c/em\u003e (66.3% of BCBAs and 45.8% of SLPs), and \u003cem\u003eability to maintain scope of practice and engage in IPP\u003c/em\u003e (56.4% of BCBAs and 39.3% of SLPs). Also tied for third, 56.4% of BCBAs endorsed \u003cem\u003eworkplace culture supportive of IPP\u003c/em\u003e, and 39.3% of SLPs endorsed \u003cem\u003eco-location of collaborators\u003c/em\u003e as facilitators of IPP. Of the 15 facilitative factors, BCBAs endorsed 13 of the 15 facilitators at statistically higher rates than SLPs.\u003c/p\u003e \u003cp\u003eThe top two barriers to IPP for both BCBAs and SLPs were \u003cem\u003enot enough time to collaborate\u003c/em\u003e (70.3% of BCBAs and 66.4% of SLPs) and \u003cem\u003eno shared planning time\u003c/em\u003e (47.5% of BCBAs and 36.4% of SLPs). The third most frequently endorsed barrier for BCBAs was \u003cem\u003eothers collaborators are unwilling\u003c/em\u003e (36.6%), and for SLPs, the third most frequently endorsed barrier was \u003cem\u003eno shared philosophy between professionals\u003c/em\u003e (36.4%). We found statistically significant differences for only one barrier. SLPs were significantly more likely to endorse \u003cem\u003eno shared philosophy between professionals\u003c/em\u003e, \u003cem\u003eX\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e(1, \u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;208)\u0026thinsp;=\u0026thinsp;7.09, \u003cem\u003ep\u003c/em\u003e = .008.\u003c/p\u003e \u003cp\u003eWe asked respondents to endorse factors that would increase their engagement on IPP teams including the other professional (Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e). Respondents could select multiple options, including \u003cem\u003emore funding, more training\u003c/em\u003e, \u003cem\u003emore support from colleagues\u003c/em\u003e, and \u003cem\u003eno additional resources needed\u003c/em\u003e. We also included an open-ended option to describe other factors (i.e., \u003cem\u003eother\u003c/em\u003e), which was most frequently selected. Twelve BCBAs (23.5%) and 43 SLPs (39.8%) described supports needed to improve IPP, which we coded using a qualitative approach.\u003c/p\u003e \u003cp\u003eCodes, their frequencies, and sample quotes are provided in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e. Of the 21 previously established codes, nine were used to capture the respondents\u0026rsquo; experiences in the current study. The most frequently mentioned deductive code from BCBAs (\u003cem\u003en\u0026thinsp;=\u003c/em\u003e\u0026thinsp;16) was \u003cem\u003emore time/better time management\u003c/em\u003e (\u003cem\u003en\u0026thinsp;=\u003c/em\u003e\u0026thinsp;7) and \u003cem\u003etraining\u003c/em\u003e (\u003cem\u003en\u0026thinsp;=\u003c/em\u003e\u0026thinsp;3). The most frequently mentioned deductive codes from SLPs (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;41) were \u003cem\u003emore time/better time management\u003c/em\u003e (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;15), \u003cem\u003eshowing mutual respect for roles/expertise\u003c/em\u003e (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;9), and \u003cem\u003escheduled meetings/designated time to collaborate\u003c/em\u003e (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;8). We created nine additional inductive codes to capture the respondents\u0026rsquo; responses. Of these additional codes, BCBAs mentioned \u003cem\u003ebilling practices to support collaboration\u003c/em\u003e (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4) and \u003cem\u003efunding for collaboration\u003c/em\u003e (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4) most frequently, while SLPs most frequently mentioned that they need \u003cem\u003eadministrative support\u003c/em\u003e (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;3) and \u003cem\u003esmaller caseloads\u003c/em\u003e (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;3).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eLikelihood of Implementing a Recommendation\u003c/h2\u003e \u003cp\u003eFinally, we asked respondents how likely they were to implement a recommendation provided by the other professional using a four-point Likert scale. The mean for BCBAs was 3.5 (\u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.5), indicating they were \u003cem\u003elikely\u003c/em\u003e to \u003cem\u003eextremely likely\u003c/em\u003e to implement a recommendation from an SLP. The average rating for SLPs was lower (\u003cem\u003em\u003c/em\u003e\u0026thinsp;=\u0026thinsp;3.1) and more variable (\u003cem\u003esd\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.7), and they were significantly less likely to implement a recommendation from a BCBA than vice versa, (\u003cem\u003eF\u003c/em\u003e(1, 190)\u0026thinsp;=\u0026thinsp;15.33, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001).\u003c/p\u003e \u003cp\u003eAs an exploratory analysis, we ran a multiple regression to predict \u003cem\u003elikelihood of implementing a recommendation\u003c/em\u003e from \u003cem\u003etotal years of experience\u003c/em\u003e, \u003cem\u003efrequency of collaboration with the other professional\u003c/em\u003e, \u003cem\u003epreservice training in collaboration\u003c/em\u003e, \u003cem\u003eaverage confidence in collaborative practices\u003c/em\u003e, and \u003cem\u003egroup\u003c/em\u003e (i.e., BCBA or SLP). We calculated \u003cem\u003eaverage confidence in collaborative practices\u003c/em\u003e using ratings from the eight IPEC sub-competencies included in the survey. Cronbach\u0026rsquo;s alpha for these sub-competencies was \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\alpha\\:\\)\u003c/span\u003e\u003c/span\u003e = .90.\u003c/p\u003e \u003cp\u003eResults from the regression indicated that \u003cem\u003elikelihood of implementing a recommendation\u003c/em\u003e was significantly predicted by \u003cem\u003egroup\u003c/em\u003e (\u003cem\u003eβ\u003c/em\u003e = -0.279, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001) and \u003cem\u003efrequency of collaboration\u003c/em\u003e (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.249, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001). \u003cem\u003eTotal years of experience\u003c/em\u003e (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.011, \u003cem\u003ep =\u003c/em\u003e .887), \u003cem\u003epreservice training in collaboration\u003c/em\u003e (\u003cem\u003eβ\u003c/em\u003e = -0.129, \u003cem\u003ep\u003c/em\u003e = .214), and \u003cem\u003eaverage confidence in collaborative practices\u003c/em\u003e (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.081, \u003cem\u003ep\u003c/em\u003e = .257) were not significant predictors. The final model includes only the two significant predictors\u0026mdash; \u003cem\u003egroup\u003c/em\u003e (\u003cem\u003eβ\u003c/em\u003e = -0.278, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001) and \u003cem\u003efrequency of collaboration\u003c/em\u003e (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.268, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001). The final model explains approximately 15% of the variance in respondents\u0026rsquo; \u003cem\u003elikelihood of implementing a recommendation\u003c/em\u003e (\u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e = .146; adjusted \u003cem\u003eR\u0026sup2;\u003c/em\u003e = .137)), with a significant \u003cem\u003eF-\u003c/em\u003estatistic (\u003cem\u003eF\u003c/em\u003e(2, 189)\u0026thinsp;=\u0026thinsp;16.195, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001).\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eIn this study, we examined collaboration between BCBAs and SLPs using a national survey which assessed their: (a) frequency of collaboration; (b) confidence in IPP; (c) IPE training experience and needs; (d) barriers and facilitators to collaboration; and (e) willingness to accept a recommendation from the other professional. We have several main findings. First, most BCBAs and SLPs reported collaborating with the other professional twice per month or less, and they typically collaborate in person. The vast majority of BCBAs and SLPs receive IPE, mainly through in-service professional development, although approximately 5% of both groups report having no formal IPE. Indeed, both groups identified similar priorities for future IPE, including communicating effectively to designate tasks and responsibilities to execute treatment plans, integrating knowledge and experience of other professionals to make treatment decisions, and engaging other professionals in shared patient-centered and population focused problem-solving. The only difference in reported barriers to collaboration with the other professional was that SLPs reported a lack of a shared philosophy as a barrier and BCBAs did not. Finally, SLPs were significantly less likely to accept a recommendation from a BCBA than vice versa, and the only other significant predictor of their likelihood of accepting a recommendation was the frequency with which they collaborate with the other professional, in which more frequent collaboration was associated with higher likelihood of accepting a recommendation from the other professional. We will now discuss these findings and how they inform practice, as well as limitations of our study, and areas for future research.\u003c/p\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eDemographics and Frequency of Collaboration\u003c/h2\u003e \u003cp\u003eFirst, the differences in total years of experience are notable. Over 70% of BCBAs reported having 10 years or less experience, while over 60% of SLPs reported more than 10 years\u0026rsquo; experience in their field. This data aligns with the BACBs\u0026rsquo; data documenting explosive growth in the number of BCBA certificants in the last 10 years (BACB, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2024a\u003c/span\u003e). However, differences in years of experience may lead to friction between colleagues if a more experienced team member views the less experienced professional as less qualified.\u003c/p\u003e \u003cp\u003eWe also noted some distinct differences regarding practice setting. The majority of SLPs reported working in schools. BCBAs also reported working in schools, but less frequently. This finding suggests that not all school-based SLPs have regular opportunities to collaborate with BCBAs and aligns with our finding that most SLPs and BCBAs collaborate less than once per week. In their qualitative responses, SLPs reported that access to BCBAs would increase their participation on teams with BCBAs. It is likely that limited or no access to a BCBA impacted responses to other factors addressed in this survey (e.g., SLPs\u0026rsquo; confidence to collaborate with BCBAs, supports needed to increase IPP).\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003ePractitioners\u0026rsquo; Confidence\u003c/h2\u003e \u003cp\u003eBCBAs report feeling very confident in their abilities to listen actively and encourage the ideas and opinions of other professionals, and fewer BCBAs endorsed this as a training need relative to other IPEC sub-competencies (IPEC, 2016). Despite BCBAs perceiving themselves as good communicators, qualitative responses from SLPs suggest communication barriers still exist. SLPs\u0026rsquo; qualitative responses suggest that BCBAs\u0026rsquo; communication challenges go beyond active listening. One SLP wrote \u0026ldquo;BCBAs approach \u0026lsquo;collaboration\u0026rsquo; as a one-way street\u0026mdash;they want us to do what they say, and they do not need to consider any of our expertise or directives. This is not collaboration.\u0026rdquo; Another mentioned \u0026ldquo;mutual willingness to cooperate and compromise\u0026rdquo; as a requirement for better collaboration with the BCBA. Professionals can engage in all the skills consistent with encouraging the opinions of other professionals and active listening (e.g., paraphrasing, reflecting, encouraging; IPEC, 2016) but go on to make clinical decisions that completely disregard what was discussed. Cooperating and seeking consensus in areas of shared practice would go a long way towards improving relationships between BCBAs and SLPs.\u003c/p\u003e \u003cp\u003eFailure to cooperate is not exclusively a concern expressed by SLPs. BCBAs reported \u003cem\u003eothers\u0026rsquo; willingness to collaborate\u003c/em\u003e as a facilitator of IPP more often than SLPs did. Both groups endorsed \u003cem\u003eunwillingness of other collaborators\u003c/em\u003e as a top barrier to collaboration. However, what respondents may perceive as another\u0026rsquo;s unwillingness to collaborate may be related to other barriers, like limited time, constraints of a large caseload, or lack of funding or billing practices that support collaboration\u0026mdash;needs expressed by both BCBAs and SLPs in their qualitative responses.\u003c/p\u003e \u003cp\u003eBoth professionals reported lower confidence ratings related to the practice of \u003cem\u003eclarifying team members\u0026rsquo; responsibilities in treatment and understanding similarities and differences in their role, philosophy, practice, and expertise.\u003c/em\u003e Clarifying team members\u0026rsquo; roles can be challenging if one does not understand team members\u0026rsquo; disciplines and professional training. Open-ended responses from both groups highlight lack of awareness of or respect for the other professional\u0026rsquo;s roles, training, and scope of practice. Indeed, several open-ended responses from SLPs were negative toward BCBAs, reflecting concerns about BCBAs staying within their scope of practice, recommending potentially harmful approaches, lack of mutual respect for roles/expertise, and unwillingness to listen to other professionals.\u003c/p\u003e \u003cp\u003eIPEC sub-competency RR4 notes the importance of differentiating team members\u0026rsquo; roles and responsibilities to promote positive outcomes (IPEC, 2023), which appears to be an area in which both professional groups could benefit from additional training. Although both must seek to understand the similarities between their roles to identify points of collaboration, they must also recognize the differences between professionals\u0026rsquo; roles and expertise to stay within their scope of practice (LaFrance et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). There is a subtle balance when incorporating complementary disciplinary expertise (i.e., sub-competency RR3) and ensuring practitioners differentiate between professionals\u0026rsquo; roles and expertise (i.e., sub-competency RR4; IPEC, 2023). When the balance is off, SLPs and BCBAs may perceive encroachment on their professional roles. Role encroachment concerns were prevalent in our findings, consistent with findings by other researchers (e.g., Bowman et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This balance between RR3 and RR4 will likely look different across interprofessional relationships. Accordingly, BCBAs and SLPs must find and maintain balance in each professional relationship. When scope of practice overlaps between BCBAs and SLPs, both professionals need to be attentive to their professional relationships to ensure continuity and coordination of care.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eScope of Training\u003c/h2\u003e \u003cp\u003eMore respondents reported in-service training during professional development experiences, compared to pre-service courses and fieldwork. Only about 5% of BCBAs in our sample reported receiving no IPE at all. This contrasts with findings from Kelly and Tincani (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) where few BCBAs reported receiving training in collaboration and hopefully is an indication that more BCBAs are accessing training in IPP 13 years since Kelly and Tincani\u0026rsquo;s article was published. Kelly and Tincani measured IPE in collaboration as courses or professional development experiences with the term \u0026ldquo;collaboration\u0026rdquo; in the title, but our survey questioned respondents more broadly, asking if IPP was addressed in any of their courses or professional development experiences. Therefore, more respondents in this study may have reported IPE as part of pre-service coursework and in-service training. Because we did not collect data about the frequency, intensity, or quality of BCBAs\u0026rsquo; training in collaboration or IPP, we cannot conclude whether respondents training was of sufficient duration or quality to make a meaningful difference in their practice.\u003c/p\u003e \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e \u003ch2\u003eTraining Needs\u003c/h2\u003e \u003cp\u003eWe found some agreement between BCBAs and SLPs regarding training needs. One of the most frequently endorsed training need for both groups was \u003cem\u003ecommunicating effectively to designate tasks and responsibilities to execute treatment plans\u003c/em\u003e. One of the least endorsed training needs for both groups was \u003cem\u003ebuilding trusting relationships with collaborators\u003c/em\u003e. This was a surprising finding given previous findings about poor relationships between BCBAs and SLPs (e.g., Bowman et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Respondents may have interpreted this statement as all potential collaborators (e.g., caregivers, other professionals), with whom some respondents may have already built trusting relationships. Alternatively, perhaps some BCBAs and SLPs view themselves as capable of building trusting relationships with others but do not view the other professional as someone to trust.\u003c/p\u003e \u003cp\u003eIn Bowman et al. (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), other professionals frequently reported that BCBAs fail to seek and understand expertise specific to other disciplines. In our study, training to integrate knowledge and experiences of other professionals to make treatment decisions was a top training need identified by both BCBAs and SLPs, yet BCBAs were significantly more likely to express a need for training on this topic than SLPs, suggesting BCBAs may already recognize this is as a significant problem. Interestingly, additional training about the roles of SLPs was the most infrequently selected need by BCBAs. On the other hand, SLPs indicated that additional knowledge about the roles of BCBAs is a top training need. Although most BCBAs feel confident in their understanding of the roles of SLPs, they want to learn more how to capitalize on SLPs\u0026rsquo; expertise to create treatment plans. BCBAs must also be prepared to clearly and respectfully explain their role and responsibilities to SLPs, who may have limited knowledge of BCBAs\u0026rsquo; expertise and scope of practice.\u003c/p\u003e \u003cp\u003eBoth groups may benefit from training that provides specific steps to solicit and integrate other professionals\u0026rsquo; perspectives into treatment decisions. For example, a BCBA working on functional communication with a young client will need to approach the SLP working on the same goal, have productive conversations about how both are attempting to treat the client and why it is important to the client\u0026rsquo;s treatment plan from each perspective, and integrate what they learned about the SLP\u0026rsquo;s approach into their own treatment when appropriate. What professionals say and do in these situations is important, but \u003cem\u003ehow\u003c/em\u003e professionals approach these conversations is equally important. We agree with others that more training in how to engage in conversations with authenticity and cultural humility (i.e., IPEC sub-competency RR5; IPEC, 2023) would be beneficial for BCBAs (e.g., Wright, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), along with continued training to refine BCBAs\u0026rsquo; interpersonal communication skills (Taylor et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section3\"\u003e \u003ch2\u003eBarriers and Facilitators to Effective IPP\u003c/h2\u003e \u003cp\u003eWe asked both groups to identify barriers and facilitators to effective IPP. For both groups, willingness of potential collaborators, clinical need, and the ability to maintain their scope of practice were some of the leading factors facilitating IPP. Although having a shared philosophy was a top facilitator for both BCBAs and SLPs, having no shared philosophy was the only barrier that SLPs selected at a significantly higher level compared to BCBAs. The two disciplines are grounded in different theoretical philosophies (e.g., ABAI, 2024), and our findings suggest differing philosophies is a barrier some SLPs may struggle to overcome.\u003c/p\u003e \u003cp\u003eSlim and Reuter-Yuill (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) suggest that perspective taking is a key skill to overcoming such professional differences. They also note that perspective taking in IPP stands to help professionals understand and validate others\u0026rsquo; points of views, and they describe perspective-taking through a behavioral lens to encourage BCBAs to improve their skills in this area. BCBAs require the cooperation of their SLP colleagues to move past these philosophical differences. If both professionals seek to understand more about their colleagues\u0026rsquo; philosophies, they may find some shared approaches they can build on, even when they previously assumed there was no shared philosophy, as reported in this data.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec27\" class=\"Section3\"\u003e \u003ch2\u003eAdministrative Supports Needed for IPP\u003c/h2\u003e \u003cp\u003eUsing effective interpersonal communication skills, learning more about the other professional\u0026rsquo;s role, and moving past philosophical differences will likely go a long way towards improving IPP between SLPs and BCBAs. However, improvement will be limited if policies and procedures do not support IPP. Administrative support was identified as a facilitator to IPP by both groups. In open-ended comments, several BCBAs and SLPs indicated the need for more dedicated time for IPP, which likely requires administrative support. In addition, seven respondents provided open-ended comments that mentioned large caseloads, staffing needs, and funding and insurance billing issues as reasons why IPP was difficult to implement. We recommend that administrators who support BCBAs and SLPs find ways to schedule time for IPP and develop policies and procedures that encourage their employees to engage in IPP, such as including collaborative meetings as an approved activity for indirect hours.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec28\" class=\"Section2\"\u003e \u003ch2\u003eLikelihood of Accepting a Recommendation\u003c/h2\u003e \u003cp\u003eSLPs in our sample were significantly less likely to implement a recommendation from a BCBA than BCBAs were from an SLP. To explore this phenomenon further, we conducted an exploratory multiple regression analysis to examine the impact of potentially related factors on the likelihood of implementing a recommendation from another professional. Other than profession (i.e., BCBA or SLP), the only statistically significant predictive factor was how frequently professionals collaborated with one another. In other words, the more frequently BCBAs and SLPs collaborated, the more likely they were to accept and implement the other professional\u0026rsquo;s recommendation. In our study, most professionals reported collaborating less than once per week with the other professional (64.2% of BCBAs and 58.7% of SLPs). If we want to encourage professionals to accept and implement the other\u0026rsquo;s recommendation when appropriate, increasing the frequency of their collaboration may be key. It may not always be appropriate to accept and implement another professional\u0026rsquo;s recommendation, particularly if it would result in the professional straying from their scope of practice or ethical responsibilities. However, when the recommendation is related to shared roles in treatment, clients might benefit when professionals adopt each other\u0026rsquo;s recommendations to provide cohesive treatment to clients.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec29\" class=\"Section2\"\u003e \u003ch2\u003eLimitations\u003c/h2\u003e \u003cp\u003eSeveral limitations exist in this study. This study relied on respondents\u0026rsquo; self-report, which may introduce inaccuracy or bias into the data. For example, veteran practitioners may not accurately report their prior training in IPP, particularly when pre-service courses and field experience occurred many years earlier. In addition, findings may be skewed by respondents\u0026rsquo; learning histories when working with the other professional. One negative experience may impact a participant\u0026rsquo;s ability to reflect on their more positive IPP experiences with other professionals. Related to this point, we did not collect any behavioral or observational measures to determine the accuracy of respondents\u0026rsquo; reported engagement in IPP.\u003c/p\u003e \u003cp\u003eIn the question asking respondents to report their confidence working with other service providers, BCBAs were listed as one distinct category, but we failed to include SLPs as a separate category. Therefore, we cannot glean specific information on BCBAs\u0026rsquo; confidence when working with SLPs specifically, nor can we report specific data regarding BCBAs\u0026rsquo; or SLPs\u0026rsquo; confidence working with OTs and PTs as separate groups of professionals. Finally, a limited number of respondents provided qualitative data to explain some of the nuances in their perceptions. Therefore, our qualitative analysis of these responses is limited and not generalizable to all BCBAs and SLPs.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eAreas for Future Research\u003c/h3\u003e\n\u003cp\u003eFirst, future researchers should explore relationships between BCBAs and SLPs more deeply, which may necessitate conducting qualitative research through interviews and focus groups. In addition, future research should examine how SLPs and BCBAs are trained to engage in IPP with each other. We need a closer examination of both professionals\u0026rsquo; pre-service and in-service trainings to learn more about the depth, extent, and quality of those trainings. We also need a more thorough understanding of what both professionals already know about other professional\u0026rsquo;s philosophies and roles as well as what they need to know. This will help the field develop pre- and in-service training that addresses BCBAs\u0026rsquo; and SLPs\u0026rsquo; knowledge gaps. Finally, we need more research on the relationship between IPE and BCBAs\u0026rsquo; and SLPs\u0026rsquo; abilities to effectively participate in IPP. This includes more research on the generalization of interprofessional skills across all relevant contexts, the impact of IPE training on confidence to collaborate with other professionals, and the impact of IPP on clients, caregivers, and other professionals\u0026rsquo; perceptions of both BCBAs and SLPs.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding and Conflicts of interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received grant funding from their institutions to assist with dissemination of the research survey and development of this manuscript.\u003c/p\u003e\n\u003cp\u003eAll authors declare they have no conflicts of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll procedures performed were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all individual participants included in the study.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAll authors assisted in developing and disseminating the Qualtrics Survey. All authors contributed to writing the introduction. Author HH wrote the method section and conducted the quantitative analysis. All authors conducted the qualitative analysis. Author SS wrote the results and discussion sections. Author HH developed the tables and figure. All authors reviewed the manuscript.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eSupporting data can be accessed by emailing the corresponding author at [email protected].\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAmerican Speech-Language-Hearing Association [ASHA] (n.d.-a). \u003cem\u003eA guide to the ASHA clinical fellowship experience. \u003c/em\u003ehttps://www.asha.org/certification/clinical-fellowship/\u003c/li\u003e\n\u003cli\u003eASHA. 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Cultural humility in the practice of applied behavior analysis. \u003cem\u003eBehavior Analysis in Practice\u003c/em\u003e \u003cem\u003e12\u003c/em\u003e(4), 805\u0026ndash;809. https://doi.org/10.1007/s40617-019-00343-8\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"journal-of-behavioral-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"jobe","sideBox":"Learn more about [Journal of Behavioral Education](http://link.springer.com/journal/10864)","snPcode":"10864","submissionUrl":"https://submission.springernature.com/new-submission/10864/3","title":"Journal of Behavioral Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"interprofessional practice, collaboration, teamwork, training, speech language pathology","lastPublishedDoi":"10.21203/rs.3.rs-8874349/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8874349/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"Interprofessional practice (IPP) is necessary to ensure assessment and interventions are designed and implemented both efficiently and effectively. We sought to investigate how Board Certified Behavior Analysts (BCBAs) and Speech-Language Pathologists (SLPs) engage in IPP. Both professionals may provide evaluations and interventions related to communication in schools and community-based healthcare systems. We disseminated a survey to BCBAs and SLPs to elicit information about their collaboration with each other. Topics included: (a) frequency of collaboration and communication with the other professional; (b) confidence engaging in IPP; (c) interprofessional training experiences; (d) barriers and facilitators to collaboration with the other profession; and (e) willingness to accept recommendations from the other professional. Our findings indicate that both BCBAs and SLPs want further training on how to communicate effectively to designate tasks and execute intervention plans. SLPs identified lack of a shared philosophy as a barrier to collaborating with BCBAs, which was not reported by BCBAs as a barrier to collaborating with SLPs. Both professionals are more likely to accept the other’s recommendation when they are already collaborating frequently. Additional findings, recommendations for practice, limitations, and areas for future research are discussed.","manuscriptTitle":"The State of Interprofessional Practice Between Behavior Analysts and Speech-Language Pathologists","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-24 10:19:52","doi":"10.21203/rs.3.rs-8874349/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-05-04T15:03:25+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"8879756303152524004342786737515849996","date":"2026-04-03T16:00:53+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-02-19T19:21:51+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-02-14T06:59:06+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-02-14T06:56:41+00:00","index":"","fulltext":""},{"type":"submitted","content":"Journal of Behavioral Education","date":"2026-02-13T17:09:12+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"journal-of-behavioral-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"jobe","sideBox":"Learn more about [Journal of Behavioral Education](http://link.springer.com/journal/10864)","snPcode":"10864","submissionUrl":"https://submission.springernature.com/new-submission/10864/3","title":"Journal of Behavioral Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"0b1821c7-dbb0-4588-84d5-de81e00272c1","owner":[],"postedDate":"February 24th, 2026","published":true,"recentEditorialEvents":[{"type":"editorInvitedReview","content":"","date":"2026-05-04T15:03:25+00:00","index":15,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-02-24T10:19:52+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-24 10:19:52","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8874349","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8874349","identity":"rs-8874349","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}