Interprofessional training: working as a team around an autistic child
Developing effective collaboration among different professionals for coherent and personalized support
Supporting an autistic child generally involves many professionals: speech therapist, psychomotrician, psychologist, educator, teacher, doctor. Coordinating these stakeholders is a major challenge for the quality of care. Interprofessional training allows different actors to develop a common language, coherent practices, and effective collaboration. This article explores the stakes of this shared training and proposes avenues for its implementation.
Why interprofessional training?
An autistic child may be followed by 5 to 10 different professionals, each with their specialty, theoretical references, and vocabulary. Without coordination, these interventions risk being incoherent or even contradictory. The child receives different messages depending on the contexts, complicating their learning and potentially generating confusion.
Interprofessional training aims to create a common culture around autism and its support. It allows everyone to understand the role of other professionals, to share a foundation of knowledge about autism, and to develop collaboration skills. The goal is coordinated care where everyone's actions mutually reinforce each other.
professionals on average around an autistic child
effectiveness with a coordinated team
of families want better coordination
The professionals involved and their roles
| Professional | Main role | Contribution to the team |
|---|---|---|
| Doctor (pediatrician, child psychiatrist) | Diagnosis, medical follow-up, coordination | Global vision, prescriptions, links with the medico-social |
| Psychologist | Assessment, psychological intervention, guidance | Functional analysis, emotional support, family accompaniment |
| Speech therapist | Communication, language, swallowing | Communication strategies, AAC tools |
| Psychomotrician / Occupational therapist | Motor skills, sensory processing, autonomy | Sensory profile, environmental adaptations |
| Specialized educator | Social learning, daily autonomy | Implementation of programs on a daily basis |
| Teacher / AESH | School learning, inclusion | Pedagogical adaptations, classroom observations |
The contents of interprofessional training
A common foundation of knowledge about autism
All professionals must share a common understanding of autism: its characteristics (communication, social interactions, restricted and repetitive behaviors), its diversity (broad spectrum), its sensory and cognitive particularities. This common foundation avoids misunderstandings and allows everyone to situate their intervention within a global vision of the person.
Collaboration skills
Beyond knowledge, the training develops collaboration skills: communication among professionals (oral, written, formal, informal), developing and monitoring a common personalized project, organizing effective meetings, managing disagreements, respecting each other's competencies. These transversal skills are rarely taught in initial training.
The personalized project as a common thread
The personalized support project (PPA) is the central document that unites the team around common goals. Its collective construction, involving all professionals and the family, ensures the coherence of interventions. Each professional defines operational objectives in their field, articulated with those of others. Regular monitoring of the PPA in the team maintains the collaborative dynamic.
Organizing daily coordination
Meeting times
Regular meeting times are essential: periodic synthesis meetings (quarterly or biannual) with the entire team and the family, tighter intermediate meetings to adjust interventions, informal exchanges facilitated by communication tools. The training teaches how to make these times effective and productive.
Information sharing tools
Communication tools facilitate daily exchanges: liaison notebook, shared file, secure messaging, tracking application. The choice of tools depends on the contexts and constraints of each team. The key is that information flows smoothly and that everyone is informed of important developments.
COCO: a shareable tool for the team
The COCO THINK and COCO MOVE program from DYNSEO can be used as a common tool for the entire team. Each professional can use it with the child in their intervention context, and the tracking data is shared. This consistent use reinforces the impact of interventions and facilitates monitoring of progress. It is an example of a tool that can unify practices.
Discover COCOThe central role of the family
In the team around the child, parents occupy a central place. They are the experts on their child, present daily, and ensure continuity. Interprofessional training emphasizes partnership with families: listening to their observations and priorities, sharing strategies used by professionals, supporting them in their role, respecting their expertise.
Families participate in synthesis meetings and the development of the personalized project. They receive clear information about the interventions of each professional. Parent guidance sessions allow them to transpose the techniques used by professionals into their daily lives.
DYNSEO Training: a common foundation
The training "Supporting a child with autism: keys and solutions for daily life" from DYNSEO can provide a common foundation for all team members, professionals and parents. By sharing the same knowledge and strategies, the team gains coherence and effectiveness.
Discover the training"Interprofessional training has transformed our way of working. Before, everyone worked in their own corner. Now, we really share, we enrich each other, and above all, the child benefits from coherent support. Parents tell us they see the difference in their daily lives."
- Share a common foundation of knowledge about autism
- Know the role and competencies of each professional
- Collaboratively develop the child's personalized project
- Organize regular and effective meeting times
- Use appropriate information sharing tools
- Fully integrate parents as partners
- Constructively manage disagreements
- Regularly evaluate the team's functioning
Conclusion: together for the child
Interprofessional training is an investment that directly benefits the autistic children supported. By developing a common culture, coordinated practices, and true collaboration, the team multiplies the effectiveness of its interventions.
This training concerns all actors around the child, professionals and parents. Shared tools like the COCO program from DYNSEO can help unify practices. Guides for supporting autistic children and supporting autistic adults are useful resources to share with the entire team.
Working as a team requires an effort of organization and communication, but it is the condition for quality support. The child, at the center of this team, benefits from coherent interventions that help them progress in all areas of their development.
