Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

Fall 2018

Document Type


Degree Name

Doctor of Philosophy (PhD)


Department of Communication Sciences and Disorders


Carol C. Dudding

Stacey Pavelko


This pre-post design study explored the effects of an emergent writing interprofessional education (IPE) experience for preprofessional speech-language pathology (SLPs) and occupational therapy (OT) students. Six preprofessional SLP students and three preprofessional OT students participated in the study, which had two conditions: (a) unpaired SLPs, and (b) SLP and OT pairs. The preprofessional students delivered 8-10 emergent writing interventions to preschoolers in small groups. The preprofessional students’ learning about emergent writing concepts and interprofessional collaborative practice (IPP) was supported through structured debriefs with their clinical supervisors after each session, as well as facilitated discussions to discuss supplemental readings and their preschoolers’ progress. Self-report measures of IPP competencies using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) showed more gains in the paired condition than the unpaired condition. The participants in the paired condition also demonstrated more understanding of the Interprofessional Education Collaborative’s (IPEC) Core Competencies during post-interviews. Further, eight of the nine participants increased in knowledge of emergent writing concepts over the course of the study. Additionally, the preschoolers in the paired condition made statistically significant gains in two of the three emergent writing tasks: Write Name, Write CVC Words. In conclusion, IPE experiences with a variety of education professional students are needed early and often in preprofessional training programs to prepare them for working on teams in schools.

Available for download on Saturday, October 30, 2021