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ORCID
https://orcid.org/0009-0008-0039-1175
Date of Graduation
5-16-2026
Semester of Graduation
Spring
Degree Name
Master of Education (MEd)
Department
Department of Educational Foundations and Exceptionalities
First Advisor
Sara Snyder
Abstract
Board certified behavior analysts (BCBAs) are bound by an ethical code to engage in appropriate means of interprofessional collaboration for the best interest of their clients. Training in this has been increased during graduate coursework to ensure BCBAs are intentionally following through on this notion to allow for stronger professional relationships with other related service providers and are holistically providing the best care possible for their clients. The goal of this survey was to better understand how these changes compares to other related services providers and their goals of collaboration, when working with individuals with disabilities. A survey was disseminated to university-level students who intend to become speech-language pathologists (SLPs), occupational therapists (OTs), and special education teachers (SPED) to understand if interprofessional collaboration is explicitly taught in their coursework. In addition, participants were asked questions relating to how likely they were to adopt recommendations from BCBAs, their perceptive of BCBAs, and barriers to collaboration. The findings of this survey suggests the idea that interprofessional collaboration is an expectation, but perhaps not yet targeted as a priority across growing fields. Recommendations for future research, study limitations, and implications for practitioners are also discussed.
Included in
Applied Behavior Analysis Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons
