Date of Submission
2025
Degree Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Psychology
Department Chair
Jessica Glass Kendorski, PhD, NCSP, BCBA-D
First Advisor
Katy Tresco, PhD
Second Advisor
Jessica Glass Kendorski, PhD, NCSP, BCBA-D
Third Advisor
Ashley Dubin, PhD, BCBA
Abstract
With increased focus on interprofessional collaboration in healthcare and education, best practices for patient and student care are often top priority. However, little is known about the effectiveness of using team-based approaches when working with children with intellectual and developmental disabilities. This study examined professionals' perspectives on their team practices, burnout, and attitudes towards collaboration. Additionally, the research looked at practitioners’ ability to identify their team. A survey was conducted using input from various healthcare and education professionals across multiple settings and education backgrounds who work with children with intellectual and developmental disabilities. The survey found considerable differences in team identification accuracy, perceived levels of coordination and care, and levels of burnout and attitudes towards interprofessional collaboration when compared to their own perception of their team. This study supports the rationale for creating unified definitions of care teams and the need to support professionals working with children with intellectual and developmental disabilities within care teams to help with perceived benefits and attitudes towards care coordination, which may improve provider well-being.
Recommended Citation
Heiser, Morgan E., "Collaboration in Practice: Perspectives on Interprofessional Care Teams for Treating Children with Intellectual and Developmental Disabilities" (2025). PCOM Psychology Dissertations. 667.
https://digitalcommons.pcom.edu/psychology_dissertations/667