Behavior Analysis in Practice (2021) 14:1223–1236

https://doi.org/10.1007/s40617-021-00561-z

DISCUSSION AND REVIEW PAPER

Interdisciplinary Collaboration Training: An Example of a Preservice

Training Series
Nicole Boivin 1 & Jennifer Ruane 2 & Shawn P. Quigley 2 & Jill Harper 1 & Mary Jane Weiss 2

Accepted: 9 February 2021 / Published online: 31 March 2021

# Association for Behavior Analysis International 2021, corrected publication 2021

Abstract
In recent years, there has been discussion of the need for training behavior analysts in collaboration skills. There is some
consensus that these skills are needed to improve outcomes with clients and with colleagues. Specifically, students of behavior
analysis and behavior-analytic practitioners need to learn the skills associated with functioning effectively in interdisciplinary
teams. At Melmark, a model of training in this skill set has been developed and integrated into supervision modules for those
seeking Board Certified Behavior Analyst certification. In this model, supervisees are exposed to information about the expertise
and value of the allied professions of speech-language pathology, occupational therapy, physical therapy, and developmental
pediatrics. Rotations are done within these fields to expose trainees to the expertise of these fields and to build skills in
collaboration with members of those professions. Trainees are also assigned tasks that require them to identify the contributions
of other professions and display appropriate collaborative behavior. Future directions for the model are discussed, including
extending it across the organization and developing performance-based assessments and social validity measures.

Keywords interdisciplinary . collaboration . supervision . interprofessional

Professional collaboration is more than simply working on a particularly between general educators and special education
shared client case with other care providers. To be truly col- teachers. This expectation can likely be extrapolated to any
laborative, one must observe and apply several specific behav- setting in which multiple service providers are working to-
iors that embody this concept. Collaboration, by common def- gether to ameliorate socially significant learning and behav-
inition, is the process of working directly with at least one ioral challenges for an individual. Behavior analysts are in-
other person toward a mutual goal. In the context of interdis- creasingly considered essential members of interdisciplinary
ciplinary treatment, collaboration can be defined as a cooper- treatment teams and, as such, are required to develop skills
ative process among members of a team, requiring trust and that will enable them to work collaboratively with profes-
respect, clearly defined and equitable roles, with shared re- sionals from a range of other disciplines.
sponsibility, commitment, and accountability among all team The associated terminology for collaboration across disci-
members (Bock et al., 2011). Further, collaboration requires plines varies, and each version is associated with a distinctive
group members to have knowledge of their own, as well as definition of role and a specific vision for coordination (Choi
other team members’, roles including training, experience, & Pak, 2006; Cox, 2012). A multidisciplinary approach rec-
and professional scopes of practice (Boivin et al., 2015; ognizes the needed expertise of many disciplines but allows
Brodhead, 2015). Bock et al. (2011) noted that collaboration for independent functioning. Evaluations, recommendations,
is not an option, but an expectation in educational settings, and treatments are individually determined and administered.
Although the client reaps the benefits of multiple disciplines’
perspectives, the care is delivered in a nonintegrated manner.
In an interdisciplinary model, professionals from different
* Nicole Boivin fields communicate with one another and coordinate their
nboivin@melmarkne.org findings and recommendations. This can increase efficiency
and reduce confusion if programming priorities and other is-
1
Melmark New England, 461 River Rd, Andover, MA 01810, USA sues are coordinated and consistent. However, if the team does
2
Melmark Pennsylvania, Berwyn, PA, USA not have shared principles and values, it may represent a form
1224 Behav Analysis Practice (2021) 14:1223–1236

of eclecticism. As described in the training example in what working individually toward a similar goal. Moreover,
follows, the interdisciplinary team was guided by a shared Brodhead (2015) noted that behavior analysts’ engagement
value for assessment and treatment practices from multiple in collaboration can aid in the dissemination of applied behav-
disciplines, definitions of evidence-supported treatment, as- ior analysis (ABA) practices and represent the field of ABA as
sessment guiding treatment, and data guiding ongoing treat- a collaborative entity among other service professionals.
ment decisions to find the best outcomes for individuals (see
Schreibman et al., 2015, for an example of identifying shared
principles and values across professions). How Is Collaboration Taught?
In recent years, many professionals have been working in
transdisciplinary contexts, in which professionals might assess Although collaboration is a critical skill for professionals
and treat together, and in which reports might be jointly gen- across numerous disciplines to develop, several authors
erated. In this model, the coordination of care is intensified, have pointed out that it is rarely directly taught as part
and the recommendations are established from a joint consen- of preservice training for teachers, behavior analysts, and
sus. Although transdisciplinary models can increase the simul- other professionals (Bock et al., 2011; Brodhead, 2015).
taneous provision of expertise applied to the assessment and Similar to learning to apply principles and procedures that
treatment process, they can be associated with intensity dilu- produce behavior change, direct instruction is required for
tion and role blurring (Cox, 2012; Lafrance et al., 2019). behavior analysts and individuals working toward certifi-
Interdisciplinary approaches have major advantages over mul- cation in this field to develop skills in the area of collab-
tidisciplinary approaches, because of the benefits of joint goal oration. Specifically, individuals must learn how to effec-
development, evaluation of progress, and problem solving. In tively communicate—for example, by avoiding the use of
addition, the term “interprofessional collaboration” has been jargon, acronyms, or obscure terminology; by monitoring
used to refer to contexts in which members of separate disci- their body language; and by practicing active listening.
plines appreciate and respect the value of other professions in Skills such as goal setting, problem solving, and conflict
a joint treatment context. For the purposes of this article, we resolution are all required when working as a member of
will use the terms “interdisciplinary” and “interprofessional.” an interdisciplinary team (Fulk, 2011). Furthermore, direct
training and feedback may be required in the areas of
structuring, facilitating, and participating in meetings
Importance (Fulk, 2011). Brodhead (2015) identified the need for
maintaining professional relationships in interdisciplinary
There are several reasons it is essential for behavior analysts to settings, offering a decision-making model for behavior
develop a skill set in the area of collaboration as part of their analysts to assess nonbehavioral treatments and commu-
initial and ongoing professional development. First, a collab- nicate cooperatively with colleagues from other fields. He
orative approach enables interdisciplinary teams to efficiently further suggested that behavior analysts should consider
address multiple presenting needs simultaneously, in addition conducting social validity surveys regarding their interac-
to addressing specific target behaviors comprehensively. tions as members of interdisciplinary treatment teams
Specifically, collaboration in the context of autism interven- (Brodhead, 2015). LaFrance et al. (2019) suggested that
tion is often compellingly needed to address the complex more needs to be done to help members of all professions
needs of the individual. Autism is a particularly complex dis- appreciate the expertise and training of other members of
ability, and the impact of autism is often evident in many the team. In this way, respect may be increased and con-
varied systems, with individuals with autism spectrum disor- sultation may be sought when needed, maximizing client
der potentially presenting with issues in communication, be- outcomes. It has been increasingly clear that additional
havioral regulation, cognition, and motor skills (American training and supervision in collaboration skills are needed.
Psychiatric Association, 2013). Psychiatric and medical co-
morbidity may further complicate the presenting challenges,
requiring additional expertise in many cases (Kroncke et al., The Behavior Analyst Certification Board
2016). Collaboration optimizes client outcomes (e.g., im- (BACB) Task List and Professional and Ethical
proved student grades in educational settings) and increases Compliance Code for Behavior Analysts
feelings of efficacy among team members (Bock et al., 2011;
Brodhead, 2015). Pragmatically, Fulk (2011) suggested that a Within behavior analysis, there have been some clear indica-
team’s combined effort toward a mutual outcome is more tors of the value placed on collaboration. For example, within
effective and efficient than multiple members of a team the Professional and Ethical Compliance Code for Behavior
Behav Analysis Practice (2021) 14:1223–1236 1225

Analysts (BACB, 2014), Section 2.03 states that behavior an- & Koenig, 2019; Koenig & Gerenser, 2006). Within oc-
alysts arrange for consultations when needed and cooperate cupational therapy, suggestions have been made for ana-
with other professionals when indicated. Section 2.09(d) also lyzing how activity analysis can be used to clarify tasks
emphasizes the interest that the behavior analyst has in any and roles and how an approach that uses both disciplines
intervention that may impact progress on behavioral goals, can enhance outcomes (Scheibel & Watling, 2016;
expanding the scope of interest to all procedures, including Whiting & Muirhead, 2019).
those from other disciplines. The concept of professional col- Teaching these soft skills, whether in service provision
laboration is also highlighted in several areas of the BACB’s or collegial contexts, has also been highlighted as impor-
5th Edition Task List (BACB, 2017). Most directly, section tant for years across disciplines. In medicine and in
H-9 explicitly states that behavior analysts are expected to nursing, this has been explored for many years, and
collaborate with other stakeholders who are providing support many skills have been defined and measured. For
or services to a shared client. This involves conducting a thor- example, Bonvicini et al. (2009) taught physicians to
ough record review, including medical, educational, and other make empathic statements and to engage in active listen-
available records at the initiation of a case (i.e., F-1); ing with their patients. Results indicated that training gen-
conducting assessments to determine a client’s strengths and eralized to interactions with real patients. Within educa-
areas of need (i.e., F-4); prioritizing target behaviors (i.e., tional contexts, collaboration has been valued, especially
F-3); and setting observable, measurable goals (i.e., H-1). in inclusive education. Skills emphasized include articu-
Through the fieldwork and supervision process, supervisees lating shared goals, defining roles, working through con-
learn to operationally define behavior, select appropriate mea- flict, and building a community (Davis, 2020).
surement systems, use single-subject experimental designs, Recognizing the need for interdisciplinary team readi-
and graph and interpret data (BACB, 2017). Data interpreta- ness is an important direction for behavior analysis. In
tion facilitates decision making regarding treatment effective- recent years, several models have been developed to as-
ness and the continuation of services, which are also ad- sist practitioners with navigating the expectations of an
dressed specifically in the Task List. Further, students and interdisciplinary team. Brodhead (2015) emphasized the
professionals in the field of behavior analysis must learn to need to evaluate the existing research and potential harm
consider a number of factors when selecting interventions, associated with a proposed intervention, to assess wheth-
including the “best available scientific evidence” (BACB, er an objection should be raised based on potential harm.
2017, p. 5), client preferences, supporting environments, and Newhouse-Oisten et al. (2017) suggested that behavior
social validity (i.e., H-3; BACB, 2017). analysts evaluate the extent to which a medical interven-
tion is compatible with ABA and the extent to which it
is evidence based. In addition, Critchfield et al. (2017)
Other Professional Expectations of Teaching cautioned behavior analysts against relying on terminol-
ogy associated with behavior analysis or with science in
Several other professions identify collaboration as a specific general, as it may be a barrier to effectively conveying
skill set, and behavior analysis has increasingly recognized the information about ABA. In the context of working with
utility of such training. Numerous professions have sought to families, behavior analysts have begun to identify com-
identify and teach components of collaboration, including ac- mon pitfalls that may lessen our effectiveness in
tive listening, empathy, and perspective taking (e.g., Koenig partnering with parents of children with autism (Taylor
& Gerenser, 2006; Scheibel & Watling, 2016). These “soft et al., 2018). All of these sources of information have
skills” are considered essential when navigating differences served to highlight the need to identify collaboration as
of opinion about treatment directions and may improve dis- an essential component of our professional work and to
pute resolution on teams. begin to identify component skills that compose the col-
In medicine, nursing, occupational therapy, speech pa- laboration skill set.
thology, and education, these skills have long been val- Collaboration unquestionably requires an understanding of
ued and highlighted as explicit expectations for practi- and an appreciation for the work and contributions of allied
tioners. Within speech-language pathology, suggestions disciplines to the treatment context (Gerenser & Koenig,
for bridging with behavior analysts have included learn- 2006; 2019; Lafrance et al., 2019). In addition, it likely in-
ing more about the other discipline, reading articles and cludes the need for the skills of effective communication, ju-
attending conferences from the other discipline, creating dicious navigation of treatment disputes, and systematic team-
informal social networks across disciplines, and based assessments of potential treatment paths (Brodhead,
discussing/translating terminology differences (Gerenser 2015; Cox, 2012; Critchfield et al., 2017; Newhouse-Oisten
1226 Behav Analysis Practice (2021) 14:1223–1236

et al., 2017). It also requires an organizational commitment to regarding examples of training behavior analysts to be
highlighting the unique expertise of each discipline in an in- collaborators with other professionals. The purpose of
terdisciplinary model. this article is to describe a program for training collabo-
ration for preservice behavior analysts that has been used
by Melmark for 2 years.
Behavior Analysis and Collaboration

In recent years, there has been more recognition of the Program Description
importance of collaboration within the practice of ABA.
Brodhead (2015) noted the ways in which behavior ana-
lysts might evaluate treatments suggested by other pro- Overview of Melmark
viders. For example, he discussed how a behavior analyst
might translate procedures into behavioral principles, and Melmark’s mission is to enhance the lives of individuals
how data might be collected to guide team decisions with autism and developmental disabilities, and their
regarding such approaches. He also emphasized how col- families, by providing evidence-based and applied
laboration presents an opportunity to expose other disci- behavior-analytic services to every individual, every
plines to a behavioral view and allows for behavior an- day. Melmark (also referred to as the “agency”) is a
alysts to learn more about the approaches of other disci- comprehensive multiservice agency providing residential,
plines. Given that the Professional and Ethical educational, and therapeutic services for over 300 chil-
Compliance Code for Behavior Analysts (BACB, 2014) dren and 350 adults across multiple state divisions. The
Section 2.10d specifies that behavior analysts “review services are often complex and require expertise from
and appraise the effects of any treatments about which professionals across disciplines (i.e., behavior analysis,
they are aware that might impact the goals of the education, health care, occupational therapy, physical
behavior-change program, and their possible impact on therapy, psychiatry, speech-language pathology). The
the behavior change program,” such communication and agency provides behavior-analytic services in a fully in-
collaboration are entirely consistent with the goals of terdisciplinary model (i.e., a shared value for assessment
intervention. and treatment practices from multiple disciplines, defini-
In addition to the Professional and Ethical Compliance tions of evidence-supported treatment, assessment guid-
Code for Behavior Analysts’ inclusion of collaboration, the ing treatment, and data guiding ongoing treatment deci-
5th Edition Task List (BACB, 2017) also supports its rel- sions to find the best outcomes for individuals). The
evance. Section E emphasizes behavior analysts’ responsi- interdisciplinary model and practices align with
bilities to clients and to colleagues, and Section H-2 em- behavior-analytic expectations (e.g., Baer et al., 1968;
phasizes how the selection of intervention is based on ev- Brodhead, 2015).
idence of effectiveness. Section H-9 specifically states that Agency professionals maintain the interdisciplinary
“behavior analysts collaborate with others who support framework via established systems. Key features include
and/or provide services to clients” (BACB, 2017, p. 5). a purposeful system design (e.g., biweekly team progress
LaFrance et al. (2019) discussed the importance of reviews), defined professional roles (e.g., supervision
understanding the contributions of multiple specialty dis- structure), a defined clinical framework (e.g., curriculum
ciplines to treat complex problems. Developing a respect choice), performance-based training (e.g., orientation, on
for the knowledge and expertise of other disciplines, the job), and frequent monitoring of systems and roles
combined with an unwavering commitment to effective- (i.e., behavioral skills training; Parsons et al., 2012;
ness and evidence-based interventions, defines the cur- Sarokoff & Sturmey, 2004). Professional staff
rent approach to collaboration within the discipline of supervise both employees to improve agency-relevant em-
ABA. ployment skills and employees who are seeking profes-
sional credentials. Melmark supports employees by pro-
viding tuition reimbursement, a practicum site, and super-
Purpose Statement vision meeting discipline-specific expectations (e.g.,
Board Certified Behavior Analyst [BCBA], speech-
As described previously, there is a need to train behavior language pathologist).
analysts to collaborate with other professionals. Little The agency focuses on the training and development
information exists in the behavior-analytic literature of a highly skilled workforce through evidence-based
Behav Analysis Practice (2021) 14:1223–1236 1227

practices. A tiered system of training has been developed Training Behavior Analysts
to ensure the competency of the nearly 1,100 staff across
the three divisions. Organizational behavior management, Demographics
with the inclusion of knowledge- and performance-based
competencies, is the foundation of training systems The agency provides opportunities for employees to ac-
across all levels of staff. quire BACB-supervised experience hours in the super-
The general system of training can be broken down vised independent fieldwork category. On average, the
into three phases. Although the content of each phase is agency has more than 20 BCBAs to provide supervision,
specific, the training methods are consistent. All training with an average caseload of two supervisees per super-
systems include both didactic and behavioral skills train- visor. The supervisors’ time since certification ranges
ing formats (e.g., Parsons et al., 2012; Sarokoff & from newly certified to more than 15 years. The majority
Sturmey, 2004). During the first phase, training content of supervisors, more than 75%, reported past working
includes state regulations, provides staff with a common and training experience in the areas of autism spectrum
language specific to the organization’s mission and phi- disorder and assessment of challenging behaviors. Of the
losophy, and introduces the principles and terminology employees accessing supervision to become BCBAs, ap-
of ABA necessary to perform basic job functions. With proximately 75% of supervisees are enrolled in
the first phase consisting of largely didactic trainings, university/college courses. Supervisee positions held
emphasis is on the use of knowledge-based assessments. within the agency range from direct support positions
During presentations, trainees are expected to engage in to director-level positions.
active student responding and complete guided notes as
they follow along. Daily quizzes are also given with the Overview of “Learning Series”
expectation that trainees achieve an 80% or higher to
pass. These assessments allow trainers to quickly identify In line with a behavioral systems analysis approach (e.g.,
trainees’ retention of knowledge and, if needed, provide Diener et al., 2009), an organization should state and
additional supports (e.g., one-to-one trainer support). evaluate training processes, including resources, out-
The second phase of training consists of on-the-job comes, and stakeholders. An evaluation of Melmark’s
training specific to the setting and clients with whom training for preservice behavior analysts indicated system
the employee will directly work. The goal of this phase disconnects such as necessary time resources for super-
is to extend the application of learned skills to the respec- visors and supervisees, product standards (e.g., lack of
tive work site. Over a 30-day training period, employees promotion of newly certified behavior analysts due to
work side by side with supervisors to learn the specific lack of readiness), and alignment of the product and
programming of individuals whom they will support. the organization’s mission. The training program de-
Assessment methods also shift during this phase from scribed in what follows was developed based on this
knowledge based to performance based. Supervisors use initial analysis.
feedback tools to measure performance and provide feed- Several learning series were developed (there are cur-
back on the skills necessary to perform their jobs (e.g., rently seven completed series) to provide a framework
data collection, implementing support plans). This pro- for behavior-analytic training, aligned with the BACB’s
cess continues until the employee meets the mastery 4th and 5th Edition Task Lists. Employed professionals
criteria (dependent on the skill, criteria range from 80% created some learning series solely, whereas external
to 100%), at which point training is systematically ex- partners developed others contractually. The learning se-
tended to additional settings. ries are 8 to 15 modules with foundational readings and
The third phase of training is the most diverse, with activities for supervisees to learn about behavior-analytic
the goal of maintaining current skills, as well as profes- skills in a specific practice area (e.g., autism, aging, chal-
sional development. Examples of professional develop- lenging behavior). The supervisor evaluates supervisee
ment areas are leadership (e.g., supervision practices, or- performance for each content area using multiple-choice
ganizational systems), clinical applications (e.g., func- pre- and posttests, fluency timings of key terms, written
tional analysis methodology), and research development. summaries of readings, discussion during supervision,
Similar to Phases 1 and 2, training follows a behavior and performance feedback tools for practice activities
skills training model with periodic skill evaluations to (see Appendix A for example tools). As outlined in a
determine drift. This phase continues throughout an em- performance-based training model (Brethower &
ployee’s career at Melmark. Smalley, 1998), supervisees who do not meet established
 1228

Table 1 Summary of Collaboration Learning Series Activities

Point in the learning series Module activity description Assessment method

Prior to starting the learning Pretest to evaluate performance Multiple-choice pretest

series
Module 1 Introduction to interdisciplinary strategies Journal Article Review Form
Module 2 Technical language versus nontechnical language Journal Article Review Form
Module 3 Collaboration with speech-language pathology: Scope of practice and competence SAFMEDS (Say all fast minute every day shuffle) check, Journal Article
Review Form
Module 4 Collaboration with speech-language pathology: Journal Article Review Form
Clinical case review including defining behavior, assessment of behavior, and clinical
planning
Module 5 Collaboration with speech-language pathology: Intervention development including mea- Journal Article Review Form, Presenter Feedback Tool
suring outcomes
Module 6 Collaboration with occupational therapy: Scope of practice and competence SAFMEDS check, Journal Article Review Form
Module 7 Collaboration with occupational therapy: Journal Article Review Form
Clinical case review including defining behavior, assessment of behavior, and clinical
planning
Module 8 Collaboration with occupational therapy: Intervention development including measuring Journal Article Review Form, Presenter Feedback Tool
outcomes
Module 9 Collaboration with physical therapy: Scope of practice and competence SAFMEDS check, Journal Article Review Form
Module 10 Collaboration with physical therapy: Journal Article Review Form
Clinical case review including defining behavior, assessment of behavior, and clinical
planning
Module 11 Collaboration with physical therapy: Intervention development including measuring Journal Article Review Form, Presenter Feedback Tool
outcomes
Module 12 Collaboration with health care: Scope of practice and competence SAFMEDS check, Journal Article Review Form
Module 13 Collaboration with health care: Journal Article Review Form
Clinical case review including defining behavior, assessment of behavior, and clinical
planning
Module 14 Collaboration with health care: Intervention development including measuring outcomes Journal Article Review Form, Presenter Feedback Tool
Module 15 Ethical and professional considerations of collaboration Journal Article Review Form, Presenter Feedback Tool
After completing the learning Posttest to evaluate performance Multiple-choice posttest
series
Behav Analysis Practice (2021) 14:1223–1236
Behav Analysis Practice (2021) 14:1223–1236 1229

performance criteria for activities (e.g., typically set at the BACB’s 4th and 5th Edition Task Lists (BACB) and
80% accuracy) receive remediation supports from the su- to apply acquired skills in the context of working as a
pervisor (e.g., additional practice, altered activities, addi- member of an interdisciplinary team. Expected outcomes
tional readings). for supervisees include defining and describing the char-
Each learning series module is expected to be completed in acteristics of interdisciplinary care, identifying potential
1–2 weeks depending on the job description of the supervisee problems that may arise within this care model, identify-
(i.e., some job descriptions inherently allow for more experi- ing ways to solve problems when barriers to collabora-
ence hours per week). The learning series were developed to tion are encountered, and disseminating behavior-analytic
reduce the burden on supervisors needing to prepare supervi- content to nonbehavioral providers. Further, students
sion readings and materials, to ensure supervisees were en- learn to effectively communicate in a manner that is pro-
countering expected activities on the Task List, to allow for fessional, cooperative, and transparent.
the performance evaluation of supervisees, and to create a A combination of assigned and supervisee-selected
system where outcomes of the system could be evaluated readings is embedded across the learning series.
(i.e., behavioral systems analysis). Supervisees typically com- Assigned reading content includes definitions and exam-
plete three to four learning series to meet the required number ples of professional collaboration, as well as case studies
of experience hours. There is no particular order for the learn- and practical guidance for communicating and working
ing series. with members of other professions (an annotated bibliog-
Given that the learning series are applications of behavior raphy is provided in Appendix B). Further assigned read-
analysis to specific practice areas, supervisors are expected to ings provide the supervisee with information regarding
determine their professional scope of competence (see the credentialing process and scope of practice for four
Brodhead et al., 2018, for a discussion) prior to supervising disciplines frequently encountered in educational and
a learning series. Supervisors review the content of the learn- clinical settings (i.e., speech-language pathologist, occu-
ing series, complete an overall exam specific to the learning pational therapist, physical therapist, developmental pedi-
series, evaluate coursework and professional experiences, and atrician). The goal of the assigned readings is for
complete the Competence and Confidence Checklist supervisees to learn to discuss similarities and differ-
(Brodhead et al., 2018). Based on the information from these ences across practices in the field of behavior analysis
sources, a supervisor self-determines their professional scope and the other respective professions. Additionally, it is
of competence for a learning series. anticipated that this knowledge will aid supervisees in
developing an understanding of the scope of problems
Collaboration Learning Series addressed and methods employed to address them by a
variety of related fields. Further, readings are designed to
Given the need for training on collaboration, a learning foster supervisees’ appreciation for the breadth and depth
series specific to collaboration within behavior analysis of training and expertise that their colleagues in other
was developed. The learning series is composed of 15 fields possess.
weekly modules (see Table 1 for a brief description of Developing an understanding and appreciation for col-
each module). The series consists of selected readings, leagues in other professions allows behavior analysts to look
applied projects, pre- and posttests, and SAFMEDS for ways in which various treatment methods may comple-
(e.g., Graf & Auman, 2005; Quigley et al., 2017) center- ment and enhance one another to optimize client outcomes.
ing on several key themes critical to working in conjunc- One way understanding is fostered is through the review of
tion with professionals in the fields of speech-language terms regarding collaboration, consultation and foundational
pathology, occupational and physical therapy, and devel- terms from other disciplines. These are practiced to fluency in
opmental pediatrics. As members of interdisciplinary a timed format commonly known as SAFMEDS (Say all fast
teams, behavior analysts frequently have the opportunity minutes every day shuffle). In this way supervisees become
to share clients with these professionals in educational familiar with how other fields explain deficits and targets for
settings, as well as within home, clinic, and community- intervention. Moreover, analyzing the assessment and treat-
based services. ment methods employed in other disciplines may also prompt
The purpose of the learning series is for supervisees to supervisees to identify ways to work cooperatively with col-
gain knowledge and experience collaborating with pro- leagues when they encounter differences among professional
fessionals in fields that are typically encountered in ap- approaches to the same problem.
plied professional practice settings. Further, supervisees In an effort to help expose individuals to content from
are expected to gain behavior-analytic skills relevant to other fields of study, several modules in the learning
1230 Behav Analysis Practice (2021) 14:1223–1236

series require the supervisee to independently select peer- approaches to collaborating with colleagues from other
reviewed articles from journals within the aforemen- service areas. Supervisees are further responsible for
tioned fields. Articles must describe specific assessment discussing strategies for effective communication and
and/or intervention methods for an identified clinical proactively identifying ways to address areas of differ-
problem (e.g., skill acquisition, behavior reduction). ence between the disciplines.
Supervisees are required to summarize the purpose iden- Finally, the learning series culminates in the delivery of a
tified in their self-selected studies; consider such details summary presentation on the subject of professional collabo-
as participants, setting, and materials; describe the ration in ABA. In this final presentation, supervisees discuss
methods employed, including dependent variables, mea- the integration of socially valid and ethical practices within an
surement and reliability procedures, treatment integrity, interdisciplinary care model grounded in the science of human
and social validity measures; and summarize the results behavior.
along with the authors’ conclusions. The structured arti-
cle review format provides the supervisee with an oppor-
tunity to constructively share their opinion and thoughts
on the intervention and its peer-reviewed presentation. Discussion
Finally, supervisees are required to select an article from
a peer-reviewed behavior analysis publication and pro- Melmark’s Collaboration Learning Series was designed
vide two separate summaries: one aimed at a behavior- to help trainees in behavior analysis develop an appre-
analytic audience using technical language and terminol- ciation of the interdisciplinary treatment model.
ogy from ABA, and one using nontechnical language to Supervisees are exposed to literature from all disciplines,
describe the concept for professionals in non-behavior- are mentored through case studies with members from
analytic fields. other disciplines, are observed while interacting with
A hallmark of the learning series is multiple opportu- members of other professions, and conduct presentations
nities to collaborate with professionals from each of the about allied disciplines. These tasks help the behavior
four previously identified fields. The supervisees practice analyst in training learn not just about the power of
collaboration and professional communication skills un- behavior analysis, but also about the power of speech-
der the mentorship of their supervising BCBA, who ob- language pathology, occupational and physical therapy,
serves and provides feedback regarding the supervisee’s and medicine. The series is designed to widen the lens
performance of these skills throughout the process. through which these supervisees view behavior-analytic
Supervisees are required to collaborate with their col- intervention, and ensure that their careers will be built
leagues to complete a case study, which includes identi- on a firm foundation of collaborative intervention and
fying and operationally defining the behavior targeted for professional respect.
change, analyzing the client’s current skill repertoire and The model is new, and many future extensions are
performance levels relevant to the target behavior, and planned. Perhaps most important, activities must be con-
developing learning objective(s) and an intervention for sistently associated with the delivery of performance-
the case. based feedback. Toward this end, rubrics are in devel-
Knowledge of other disciplines’ scopes of practice opment to capture the presence of professional behavior
and contributions is essential to building a functional in interdisciplinary contexts. Future directions include
interdisciplinary model of care. Supervisees are required the consistent collection of social validity data, both to
to prepare and present (e.g., during an office supervision learn what supervisees experienced in the process and to
session) an overview of the scope of practice of behav- assess how supervisors perceived the value of the expe-
ior analysts and of each of the aforementioned profes- rience for supervisees. In addition, it will be crucial to
sional roles. The assignment includes a discussion of the obtain feedback from interaction partners (including pro-
similarities and differences of the role and scope of fessionals from other disciplines) on the nature of the
practice for behavior analysts and those of each respec- collaboration experience. Additional plans include ex-
tive profession, including examples of assessment and tending the observations of professional collaboration
intervention methods used in each discipline, areas in in the context of supervision, not just for behavior ana-
which the roles may overlap, and the boundaries of lysts in training, but for all professions and all levels of
any overlapping practices. The presentation must also supervision within the organization. Readers should rec-
identify ways in which the respective providers’ roles ognize the lack of experimental evaluation of this model
complement one another, and include suggested when they consider its implementation.
Behav Analysis Practice (2021) 14:1223–1236 1231

Example Assessment Tools

Presenter Feedback Tool

Presentaon Topic: ______________________________ Date: ______________

Presenter: _____________________________________

Meets Does not meet Notes

expectaons expectaons
+ Speaks at a pace that is easy to understand; uses less
Fluency than 5 filler words
- Rushes presented info; uses more than 5 filler words
+ Scans audience; looks at notes/screen less than 5
Eye contact mes
- Looks at notes more than 5 mes

+ Does not fidget; no repeve body movements

Posture
- Fidgets with materials; repeve body movements
Delivery

+ Voice changes to enhance presented info; is loud

Volume enough for audience to hear
- Difficult to hear; does not include voice inflecons

+ Smiles and shows interest in presented info

Atude
- Does not smile; lack of interest in presented info

+ Answers/follows up with all quesons in respecul

Interacon manner
- Ignores more than 3 audience quesons
Room
+ Moves around room to engage audience
presence - Stays in one spot for more than 50% of presentaon

Accuracy of + Has less than 2 errors

informaon - Has 2 or more errors

Omits + Omied no informaon

informaon - Omied informaon

+ No informaon is added (unless it fosters

Adds
understanding)
Lesson plan content & acvies

informaon - Adds unrelated informaon

Ulizes
+ Ulizes assigned assessment tools
lesson plan
- Does not ulize assigned assessments
assessments
Ulized Pracced unl
Provided trainee
Descripon feedback tool trainee reached
feedback
(if applicable) mastery

Yes / No / NA Yes / No Yes / No

Acvies Yes / No / NA Yes / No Yes / No

Yes / No / NA Yes / No Yes / No

Yes / No / NA Yes / No Yes / No

1232 Behav Analysis Practice (2021) 14:1223–1236

Journal Article Review Form Article (list reference in American Psychological

Directions: Upon completion of the article, answer the fol- Association format for practice writing references):
lowing questions and consider how the information may apply
to you.

Article (list reference in APA format for practice writing references):

1. If someone asked me what this article was about, what would you say?

2. The main point(s) of this article was (were)…

3. How does this article apply to your current position?

4. Something new I learned from the article was …

5. I would like to learn more about the following:

6. My overall opinions of the article…

Behav Analysis Practice (2021) 14:1223–1236 1233

Appendix B

Annotated Bibliography analysts, and strategies for balancing professional

Alberto, P. A., & Troutman, A. C. (2003). Responsible use relationships.
of applied behavior analysis procedures. In P. A. Alberto & A. Choi, B. C. K., & Pak, A. W. P. (2006). Multidisciplinarity,
C. Troutman, Applied behavior analysis for teachers (6th ed., interdisciplinarity and transdisciplinarity in health research,
pp. 499–522). Merrill Prentice Hall. services, education and policy: 1. Definitions, objectives,
The authors state and discuss common concerns levied and evidence of effectiveness. Clinical and Investigative
against applications of behavior analysis. The chapter includes Medicine, 29(6), 351–364. http://www.ncbi.nlm.nih.gov/
an exploration and discussion of potential causes for these pubmed/17330451.
concerns. The authors conclude with procedural suggestions The authors define and discuss three common terms used to
to mitigate the concerns and provide effective treatment. describe teamwork with members from multiple disciplines:
Bailey, R. (2011). Speech-language pathologist. In C. G. multidisciplinary, interdisciplinary, and transdisciplinary.
Simpson & J. P. Bakken (Eds.), Collaboration: A multidisci- Through a literature review, the authors describe various ap-
plinary approach to educating students with disabilities (pp. proaches, the benefits they offer, and the limitations encoun-
105–122). Prufrock Press. tered during implementation of the models.
The author provides a comprehensive overview of the role Coben, S. S., Thomas, C. C., Sattler, R. O., & Morsink, C.
and responsibilities of a speech-language pathologist. The V. (1997). Meeting the challenge of consultation and collab-
overview includes a description of a speech-language pathol- oration: Developing interactive teams. Journal of Learning
ogist’s scope of practice. The author concludes with strategies Disabilities, 30(4), 427–432. https://doi.org/10.1177/
for communicating service delivery information (e.g., assess- 002221949703000409.
ment results, treatment goals) with parents, teachers, and in- The authors describe the similarities and limitations of
dividuals served. three team models: consultation, collaboration, and teaming.
Bock, S. J., Michalak, N., & Brownlee, S. (2011). Research strongly supports the need for special educators to
Collaboration and consultation: The first steps. In C. G. play the dual role of consultant and collaborator. Although
Simpson & J. P. Bakken (Eds.), Collaboration: A multidisci- there are many models to reference, most share similar goals
plinary approach to educating students with disabilities (pp. and processes.
3–15). Prufrock Press. Fisher, W. W., Groff, R. A., & Roane, H. S. (2011).
The authors introduce the concepts of collaboration and Applied behavior analysis: History, philosophy, principles,
consultation. Included are definitions, historical perspectives, and basic methods. In W. W. Fisher, C. C. Piazza, & H. S.
and the benefits and limitations of collaboration. The authors Roane (Eds.), Handbook of applied behavior analysis (pp. 3–
conclude with steps to build a successful collaborative team. 13). The Guilford Press.
Boivin, N. E., Blevins, H., Norton, V., Pierce, C., Stone, The authors review the history of behavior analysis, includ-
A., Weiss, M. J., & Whelan, C. (2015). Characteristics of ing its three branches: behaviorism, experimental, and applied
interdisciplinary practice. Southeast Education behavior analysis (ABA). Described are the basic tenets that
Network Newsletter (Winter 2015/2016), 106–108. set behavior analysis apart from other areas of psychology.
The authors describe key characteristics of an effective The authors conclude with a discussion of the seven dimen-
interdisciplinary model. Discussions include treatment plan- sions of ABA.
ning prior to admission and training for all team members on Friman, P. C., & Piazza, C. C. (2011). Behavioral pediat-
support plan implementation and strategies for generalization. rics: Integrating applied behavior analysis with pediatric med-
The authors conclude with examples and benefits of the icine. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.),
model’s implementation within an educational setting. Handbook of applied behavior analysis (pp. 433–450). The
Broadhead, M. T. (2015). Maintaining professional rela- Guilford Press.
tionships in an interdisciplinary setting: Strategies for navigat- The authors discuss the integration of behavioral pediatrics
ing nonbehavioral treatment recommendations for individuals and ABA. This overview covers the four primary domains
with autism. Behavior Analysis in Practice, 8(1), 70–78. behavioral pediatricians often treat that also overlap with be-
https://doi.org/10.1007/s40617-015-0042-7. havior analysts: bedtime struggles, constipation and retentive
The author discusses strategies for behavior analysts to encopresis, nocturnal enuresis, and feeding problems. The
use when nonbehavioral treatments are discussed within subsections offer suggestions for treatment, as well as for the
an interdisciplinary team. Described are an ethical deci- interaction between behavior and physiology.
sion model that assists in determining the purpose of non- Fulk, B. M. (2011). Effective communication in collabora-
behavioral treatments, ethical considerations for behavior tion and consultation. In C. G. Simpson & J. P. Bakken (Eds.),
1234 Behav Analysis Practice (2021) 14:1223–1236

Collaboration: A multidisciplinary approach to educating used. To navigate these issues, the article presents a decision-
students with disabilities (pp. 19–30). Prufrock Press. making model that behavior analysts can use when multiple
The author provides strategies for effectively communicat- interventions are being proposed.
ing when collaborating. Strategies described within the chap- Ogletree, B. T., Brady, N., Bruce, S., Dean, E., Romski,
ter include building teams and relationships, understanding M., Sylvester, L., & Westling, D. (2017). Mary’s case: An
communication styles, planning meetings, and solving prob- illustration of interprofessional collaborative practice for a
lems. The author concludes with tips for navigating difficult child with severe disabilities. American Journal of Speech-
interactions and cross-cultural communications. Language Pathology, 26(2), 217–226. https://doi.org/10.
Hayward, L. M., Meleis, W., Mahanna, J., & Ventura, S. H. 1044/2017_AJSLP-15-0065.
(2016). Interprofessional collaboration among physical therapy, Set within the context of a case example, this article
speech-language pathology, and engineering faculty and stu- describes the implementation of the interprofessional col-
dents to address global pediatric rehabilitation needs: A case laborative practice. Beginning with the child’s early devel-
report. Journal of Physical Therapy Education, 30(4), 24–34. opment and continuing to the current day, the article de-
https://ece.northeastern.edu/personal/meleis/jpte-2016.pdf. scribes how this model was both effective and ineffective
The authors illustrate the interprofessional collaboration at times during her treatment. Highlighting both these
model with students from three separate disciplines: speech- areas allows readers to use the article’s content to evaluate
language pathology, physical therapy, and engineering. their own interprofessional practices to determine areas of
Tasked with working together, the students incorporated strength and areas to improve.
knowledge from their individual disciplines and created low- Parker, R. (1996). Incorporating speech-language therapy
cost communicative devices for individuals living in Ecuador. into an applied behavior analysis program. In C. Maurice, G.
Kerfeld, C. I., Pitonyak, J. S., & Jirikowic, T. (2017). Green, & S. C. Luce (Eds.), Behavioral intervention for young
Enhancing student interprofessional teamwork and collabora- children with autism: A manual for parents and professionals
tion through pediatric therapy learning experiences. Journal of (pp. 297–306). Pro-Ed.
Physical Therapy Education, 31(3), 114–120. The chapter provides guidance on the integration of the
The authors evaluated the relationship between the inter- principles of two disciplines: speech-language pathology and
professional education experience for pediatric therapists and ABA. Suggestions for integration include developing com-
student learning outcomes. A description of the model, incor- mon language goals, using common activities to facilitate
porated with survey data, identified a positive experience with communication and troubleshoot linguistic issues, and
few barriers to implementation. The authors offer several assessing communication skills early in treatment. Mutual
points for readers to discuss regarding the replication and ef- participation in the development of goals between disciplines
fectiveness of this model. is essential to individuals’ overall progress.
Li, A., & Poling, A. (2018). Board certified behavior ana- Parnell, A. R. (2011). Physical and occupational therapists.
lysts and psychotropic medications: Slipshod training, incon- In C. G. Simpson & J. P. Bakken (Eds.), Collaboration: A
sistent involvement, and reason for hope. Behavior analysis in multidisciplinary approach to educating students with
practice, 11(4), 350–357. https://doi.org/10.1007/s40617- disabilities (pp. 281–307). Prufrock Press.
018-0237-9. This chapter provides a comprehensive overview of the
This article discusses the role behavior analysts play in roles and responsibilities of physical therapists and occupa-
regard to the use of psychotropic medications for individuals tional therapists. In addition to the roles’ overview, the chapter
with autism. Survey data collected show a large number of provides guidance on effective strategies for communicating
behavior analysts work with individuals taking medications; with both parents and teachers, as well as information on the
however, training around the use of the medications is incon- direct services these professionals provide to the students and
sistent. This inconsistency highlights the need for graduates to teachers they are working with.
have a higher level of training in the use of medication, as well Weeden, M., Ehrhardt, K., & Poling, A. (2010).
as strategies for collaborating with psychiatrists. Psychotropic drug treatments for people with autism and other
Newhouse-Oisten, M. K., Peck, K. M., Conway, A. A., & developmental disorders: A primer for practicing behavior
Frieder, J. E. (2017). Ethical considerations for interdisciplin- analysts. Behavior Analysis in Practice, 3(1), 4–12. https://
ary collaboration with prescribing professionals. Behavior doi.org/10.1007/BF03391753.
Analysis in Practice, 10(2), 145–153. https://doi.org/10. This article provides an overview of the psychopharmacol-
1007/s40617-017-0184-x ogy of developmental disabilities. Many behavior analysts
While working as part of an interdisciplinary team, behav- report that the individuals they serve are prescribed at least
ior analysts may find themselves interacting with team mem- one medication; however, training on the medication or its
bers who can prescribe medications. This article focuses on effects is rare. Educating oneself on the appropriate use of
the ethical issues that can arise when medical interventions are medications and their effects allows behavior analysts to have
Behav Analysis Practice (2021) 14:1223–1236 1235

a better understanding of how medications can affect Brodhead, M. T., Quigley, S. P., & Wylczynski, S. M. (2018). A call for
discussion about scope of competence in behavior analysis.
behavior-analytic interventions.
Behavior Analysis in Practice, 11(4), 424–435. https://doi.org/10.
Wolf, M. (1978). Social validity: The case for subjective 1007/s40617-018-00303-8.
measurement or how applied behavior analysis is finding its Choi, B. C. K., & Pak, A. W. P. (2006). Multidisciplinarity, interdisci-
heart. Journal of Applied Behavior Analysis, 11(2), 203–214. plinarity and transdisciplinarity in health research, services, educa-
https://doi.org/10.1901/jaba.1978.11-203. tion and policy: 1. Definitions, objectives, and evidence of effective-
ness. Clinical and Investigative Medicine, 29(6), 351–364. http://
Whereas ABA heavily discusses the importance of objec- www.ncbi.nlm.nih.gov/pubmed/17330451.
tive measures, developing rules for measuring social validity Cox, D. J. (2012). From interdisciplinary to integrated care of the child
is quite the opposite. The author describes how the Journal of with autism: The essential role for a code of ethics. Journal of
Applied Behavior Analysis began defining and measuring so- Autism and Developmental Disorders, 42(12), 2729–2738. https://
doi.org/10.1007/s10803-012-1530-z.
cial validity and the struggles that came along with the pro- Critchfield, T. S., Doepke, K. J., Epting, L. K., Becirevic, A., Reed, D. D.,
cess. This article provides historical examples of how social Fienup, D., & Eccot, C. L. (2017). Normative emotional responses
validity was measured across three areas: the social signifi- to behavior analysts or how not to use words to win friends and
cance of goals, the social appropriateness of procedures, and influence people. Behavior Analysis in Practice, 10(2), 97–106.
https://doi.org/10.1007/s40617-016-0161-9.
the social importance of the effects.
Davis, L. (2020). Teacher collaboration: How to approach it in 2020.
Schoology Exchange. https://www.schoology.com/blog/teacher-
Declarations collaboration.
Diener, L. H., McGee, H., M., & Miguel, C. F. (2009). An integrated
Conflict of Interest There are no conflicts of interest or competing in- approach for conducting a behavioral systems analysis. Journal of
terests for any of the authors. Organizational Behavior Management, 29(2), 108–135. https://doi.
org/10.1080/01608060902874534
Ethical approval Ethical principles were adhered to, and the Fulk, B. M. (2011). Effective communication in collaboration and con-
Professional and Ethical Compliance Code for Behavior Analysts was sultation. In C. Simpson & J. P. Bakken (Eds.), Collaboration: A
followed in both the intervention described and in the write-up. multidisciplinary approach to educating students with disabilities
(pp. 19–30). Prufrock Press.
Gerenser, J. E., & Koenig, M. A. (2019). ABA for SLPs: Interprofessional
Informed Consent This is a description of a training module; informed
collaboration for autism intervention teams. Brookes.
consent is not applicable.
Graf, S. A., & Auman, J. (2005). SAFMEDS: A tool to build fluency. Graf
Implements.
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12(3), 654–666. https://doi.org/10.1007/s40617-018-00289-3. tional claims in published maps and institutional affiliations.
Whiting, C. C., & Muirhead, K. (2019). Interprofessional collaborative
practice between occupational therapists and behavior analysts for