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<p>Interdisciplinary personnel preparation programs are essential for equipping school-based professionals with collaborative skills to effectively support children with disabilities. This paper describes two federally funded training projects designed to prepare diverse graduate students from the Applied Behavior Analysis, Social Work, and School Psychology graduate programs to address service gaps and personnel shortages in K–12 schools, particularly for children with emotional and behavioral disorders. The paper highlights key components and outcomes of the training programs, which integrated interdisciplinary graduate coursework in positive behavior support, coordinated and supervised field experiences in high-need schools, joint case studies, and other cross-disciplinary training activities. Findings indicated an increase in trainees’ (i.e., scholars’) knowledge and skills, high scholar satisfaction, strong performance ratings from field supervisors, high consultee (teacher) satisfaction, and positive post-graduation feedback from their employer. Children supported by project scholars demonstrated improvements in behavioral and social-emotional outcomes. Challenges included logistical coordination and integrating cross-disciplinary practices through meaningful collaborative partnerships. The discussion provides recommendations and implications for strengthening interdisciplinary personnel preparation to improve services for children with disabilities.</p>

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Interdisciplinary Training: Preparing School-Based Professionals for Children with Behavioral and Mental Health Challenges

  • 期刊论文

  • 发表日期：

    2025年9月4日

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  • Catia Cividini-Motta,
  • Kwang-Sun Cho Blair,
  • Alison Salloum,
  • Kimberly Crosland,
  • Rose Iovannone,
  • Evan Dart

摘要

Interdisciplinary personnel preparation programs are essential for equipping school-based professionals with collaborative skills to effectively support children with disabilities. This paper describes two federally funded training projects designed to prepare diverse graduate students from the Applied Behavior Analysis, Social Work, and School Psychology graduate programs to address service gaps and personnel shortages in K–12 schools, particularly for children with emotional and behavioral disorders. The paper highlights key components and outcomes of the training programs, which integrated interdisciplinary graduate coursework in positive behavior support, coordinated and supervised field experiences in high-need schools, joint case studies, and other cross-disciplinary training activities. Findings indicated an increase in trainees’ (i.e., scholars’) knowledge and skills, high scholar satisfaction, strong performance ratings from field supervisors, high consultee (teacher) satisfaction, and positive post-graduation feedback from their employer. Children supported by project scholars demonstrated improvements in behavioral and social-emotional outcomes. Challenges included logistical coordination and integrating cross-disciplinary practices through meaningful collaborative partnerships. The discussion provides recommendations and implications for strengthening interdisciplinary personnel preparation to improve services for children with disabilities.