Date Presented 04/03/2025
This review synthesizes the best evidence to highlight the impact of interdisciplinary collaboration between OTs and behavior analysts in addressing the complex needs of children on the autism spectrum.
Primary Author and Speaker: Katarina M. Garibian
Contributing Authors: Marissa Fogg, Bella Sansone, Jewel Elias Crasta
PURPOSE: Occupational therapists (OTs) and behavior analysts frequently collaborate in pediatric settings, but there is limited guidance for implementing this routinely in clinical practice. This review aims to identify effective strategies that enhance collaboration between OTs and behavior analysts in providing comprehensive care for children on the autism spectrum.
DESIGN AND METHOD: A scoping review was conducted following PRISMA-ScR guidelines, examining studies from PubMed, CINAHL, SCOPUS, PsychINFO, Web of Science, and Google Scholar. Inclusion criteria focused on studies from the past decade that addressed collaboration between OTs and behavior analysts. Articles were critically appraised, and numeric-thematic analysis was used to synthesize key findings.
RESULTS: From 1,839 screened studies, 15 articles met the criteria (9 quantitative, 5 qualitative, 1 mixed methods). Two main themes emerged including (1) Knowledge Translation-with subthemes describing optimal modes for sharing information as team dialogue (n=4), continuing education (n=3), and coaching (n=3) that validate practitioners’ unique roles on the team and identify evidenced-based practices across disciplines-and (2) Integrated Treatment that supports behaviors during sessions (n=3) and appropriately modified such interventions (n=2) to promote safety and well-being of clients for participation in daily routines or meaningful activities.
CONCLUSION: Studies identified structured interprofessional education, open team communication, and co-treatment as effective facilitators of collaboration for OTs and behavior analysts, enhancing occupational performance of clients.
IMPACT: Establishing a common ground through shared assessments, treatment planning, and programming allows OTs and behavior analysts to strengthen interprofessional competence/self-efficacy, deliver client-centered care, and positively impact therapeutic outcomes for children on the autism spectrum.
References
Bowman, K. S., Suarez, V. D., & Weiss, M. J. (2021). Standards for Interprofessional Collaboration in the Treatment of Individuals With Autism. Behavior Analysis in Practice, 14(4), 1191–1208. https://doi.org/10.1007/s40617-021-00560-0
Friedman, Z. L., Akselrud, R., & Prisco, D. (2024). Working together or apart? Impact of interprofessional education on collaborative competencies of applied behavior analysis and occupational therapy practitioners. European Journal of Behavior Analysis, 25(1), 94–107. https://doi.org/10.1080/15021149.2024.2360791
Dunleavy, L. (2015). Evaluation of a Continuing Education Course for Occupational Therapy Practitioners on the Use of Applied Behavior Analysis. Occupational Therapy In Health Care, 29(1), 39–53. https://doi.org/10.3109/07380577.2014.950784
White, H., Stokes, T. F., Simons, E., Longerbeam, M., Richardson, E., & Zinn, T. (2018). Interprofessional practice for simultaneous implementation of merged techniques from three disciplines: OT SLP ABA. Journal of Interprofessional Education & Practice, 12, 1–7. https://doi.org/10.1016/j.xjep.2018.04.001
