Published using Google Docs
Poster 11038
Updated automatically every 5 minutes

Defining Interprofessional Practice: Examining the use of Sensory Strategies in Routine Speech and Occupational Therapy


Poster: 11038


Presenters: Aimee Piller, PhD, OTR/L

                             Colleen Bye, OTD, OTR/L




Disclosures: The presenter is the owner of the therapist clinics used in this study.


Learner Outcomes:

1) After the completion of this activity, participants will identify sensory strategies used by speech and occupational therapists in the treatment of children with language delay.

2) After the completion of this activity, participants will be able to explain the importance of interprofessional collaboration in the treatment of children with language delay.

3) After the completion of this activity, participants will be able to identify and define the most commonly used sensory-based interventions in speech and occupational outpatient therapy sessions.


Abstract: Speech and occupational therapists frequently collaborate to improve outcomes within therapy sessions.  However, there is little data to show if collaborative techniques are applied within the intervention process.  This study examines the interdisciplinary practice of speech and occupational therapists in the use of sensory strategies within routine therapy sessions to define interventions that are the result of interprofessional practice.



Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and education outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564­–573. doi: 10.5014/ajot.62.5.564

American Speech-Language-Hearing Association (2019). Interprofessional Education/Interprofessional Practice (IPE/IPP). Retrieved from:

American Speech-Language-Hearing Association. (2006). Roles and responsibilities of speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span [position statement]. Available from:

Case-Smith, J., Weaver, L. L., Fristad, M. A. (2015). A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism, 19(2), 133­–148. doi: 10.1177/1362361313517732

Lane, A. E., Young, R. L., Baker, A. E. Z., Angley, M. T. (2009). Sensory processing subtypes in autism: Association with adaptive behavior. Journal of Autism and Developmental Disorders, 40, 112–122. doi: 10.1007/s10803-009-0840

Macro, E. J., Hinkley, L. B. N., Hill, S. S., & Nagarajan, S. S. (2011). Sensory processing in autism: A review of neurophysiologic findings. Pediatric Research, 69, 48R–54R. doi: 10.1203/PDR.0b013e182130c54

Nester, J. (2016). The importance of interprofessional practice and education in the era of accountable care. North Carolina Medical Journal, (77)2, 128­132. doi: 10.18043/ncm.77.2.128.

Smith Roley, S., Mailloux, Z., Parham, L., D., Schaaf, R., C., Lane, C., J., & Cermak, S. (2015). Sensory integration and praxis patterns in children with autism. American Journal of Occupational Therapy, 69(1), 1–8. doi:10.5014/ajot.2015.012476

World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Retrieved from