Bowman Kristin S, Suarez Victoria D, Weiss Mary Jane
Applied Behavior Analysis Program, Endicott College, Beverly, MA USA.
Behav Anal Pract. 2021 May 3;14(4):1191-1208. doi: 10.1007/s40617-021-00560-0. eCollection 2021 Dec.
Interprofessional collaboration has become an essential component in the treatment of individuals with autism spectrum disorder, as practitioners from a range of disciplines are often necessary to address the core features and co-occurring conditions. Theoretically, such cross-disciplinary collaboration results in superior client care and maximal outcomes by capitalizing on the unique expertise of each collaborating team member. However, conflict in collaborative practice is not uncommon given that the treatment providers come from varying educational backgrounds and may have opposing core values, fundamental goals, and overall approaches. Although the overarching interest of each of these professionals is to improve client outcomes and quality of life, they may be unequipped to effectively navigate the barriers to collaboration. This article reviews the potential benefits and misconceptions surrounding interprofessional collaboration and highlights common sources of conflict. As a proposed solution to many of the identified issues, we offer a set of standards for effective collaborative practice in the interprofessional treatment of autism spectrum disorder. These standards prioritize client care and value each discipline's education and unique contributions. They are intended to function as core standards for all treatment team members, promote unity, prevent conflict, and ultimately help practitioners achieve the most integrated collaborative practice among professionals of varying disciplines.
跨专业协作已成为治疗自闭症谱系障碍患者的重要组成部分，因为通常需要来自一系列学科的从业者来解决其核心特征和共病情况。从理论上讲，这种跨学科协作通过利用每个协作团队成员的独特专业知识，能带来更好的客户护理和最佳结果。然而，鉴于治疗提供者来自不同的教育背景，可能有相反的核心价值观、基本目标和总体方法，协作实践中的冲突并不罕见。尽管这些专业人员的总体兴趣是改善客户结果和生活质量，但他们可能没有能力有效地克服协作障碍。本文回顾了围绕跨专业协作的潜在益处和误解，并突出了常见的冲突来源。作为对许多已发现问题的建议解决方案，我们为自闭症谱系障碍的跨专业治疗中的有效协作实践提供了一套标准。这些标准将客户护理放在首位，并重视每个学科的教育和独特贡献。它们旨在作为所有治疗团队成员的核心标准，促进团结，预防冲突，并最终帮助从业者在不同学科的专业人员之间实现最综合的协作实践。
