Assessment training and team functioning for treating children with disabilities.

Abstract

To investigate differences in team functioning before and after assessment training. Before-after trial. Outpatient rehabilitation and education program in a university medical center-based rehabilitation institute. A population-based sample of 19 rehabilitation and education specialists. Baseline measures were taken during four meetings using the multidisciplinary team approach. Training in a global measure of child development ensued and staff administered the test to children in their care. Test results were then used during four transdisciplinary team meetings. Behavioral ratings of team participation (Transdisciplinary Team Rating Scale), self-report instruments of team development (Team Assessment Questionnaire), treatment planning and goal development (Staff Perception Questionnaire). Results of t tests confirmed two of three hypotheses. There was more team member participation during transdisciplinary meetings than during multidisciplinary meetings (p = .003) and staff members' perceptions of the efficacy of treatment planning and implementation of goals significantly favored the transdisciplinary model (p < .001). No significant difference was found in team development (p = .254). This study provides evidence for the value of training in an assessment tool that requires the use of a common, functional language that is comprehensible to all staff members and promotes a transdisciplinary approach to team work.