Play and Speech Therapy in Schools: Toward a Model of Interprofessional Collaborative Practice

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Author(s): Suzan E. Weishof (International School of Hamburg, Germany)
Copyright: 2017
Pages: 31
Source title: Emerging Research in Play Therapy, Child Counseling, and Consultation
Source Author(s)/Editor(s): Rheta LeAnne Steen (Loyola University New Orleans, USA)
DOI: 10.4018/978-1-5225-2224-9.ch017

Keywords: Information Science Reference / Psychology / Social Sciences & Humanities

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Abstract

Research over the past eight decades has demonstrated strong correlations between the development of play and the development of language in young children. Play and speech therapists share a common child-centered, play-based approach to therapeutic interventions. The growing trend of service delivery within the school setting, along with professional ethical requirements, has led to the necessity of play therapists, speech therapists, teachers, and parents to work collaboratively in promoting holistic, comprehensive intervention plans that serve children's best interests. Based on the healthcare field's model of interprofessional collaborative practice, the purpose of this chapter is to define areas of common practice among speech and play therapists and to propose a model of interprofessional collaborative practice within a school-based context.

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Play and Speech Therapy in Schools: Toward a Model of Interprofessional Collaborative Practice

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