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Primary Author Status

Faculty

Abstract

Interprofessional education (IPE) is recognized as a critical component of health professions training, equipping future clinicians with the skills necessary for collaborative practice and patient-centered care. However, students in speech-language pathology, occupational therapy, and physical therapy programs often have limited exposure to individuals who rely on Augmentative and Alternative Communication (AAC) or American Sign Language (ASL). This study evaluated the impact of a grant-funded, AAC- and ASL-focused IPE event at Governors State University on students’ self-reported interprofessional competencies. Using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS-R) developed by Archibald, D., Trumpower, D., and MacDonald, C.J., in 2009 and revised in 2018, 28 students completed the survey at the commencement of event. Significant improvements were found across all domains, including communication, collaboration, leadership, and care planning. Effect sizes ranged from moderate to large, underscoring the meaningful impact of this intervention. Qualitative reflections revealed increased role clarity, greater appreciation for AAC and ASL as clinical tools, and stronger recognition of the value of interprofessional teamwork. These findings suggest that embedding AAC and ASL into IPE curricula addresses both educational and clinical practice gaps, preparing students to serve individuals with complex communication needs in inclusive, collaborative contexts.

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