The perceived value of IPP (Till, 2025)

<p dir="ltr"><b>Purpose: </b>When working with students with speech, language, and communication needs, classroom teachers (CLTs), special education teachers (SETs), and speech-language pathologists (SLPs) must engage in interprofessional practice (IPP). According to the expectancy-value model, IPP adoption is partially contingent on its perceived value. The objective of this study was to analyze whether and how the perceived value of IPP differs across four domains (interest, costs, benefits for the specialist, and benefits for the students) among the three professional groups and the extent to which various factors affect this perception. This study focuses on school-based professionals in the Canton of Bern, Switzerland, working under the same administrative authority and in accordance with the same guidelines.</p><p dir="ltr"><b>Method: </b>A total of 317 staff members from mainstream schools in Bern, Switzerland (142 CLTs, 89 SETs, and 86 SLPs), completed an IPP questionnaire. Confirmatory factor analysis was used to compare the four domains of perceived values between groups, and structural equation modeling was used to assess the impact of various factors.</p><p dir="ltr"><b>Results: </b>SETs showed the most positive perception of IPP across all domains, whereas CLTs and SLPs were less positive. Self-reported competencies in IPP positively influenced the perceived value of CLTs and SLPs; however, perceptions were more negative at the secondary school level for CLTs and SLPs.</p><p dir="ltr"><b>Conclusion: </b>Since CLTs, SETs, and SLPs in the Canton of Bern, Switzerland, operate under the same administrative guidelines, the differences in perceived value of IPP are attributed to their distinct professional backgrounds and work environments.</p><p dir="ltr"><b>Supplemental Material S1.</b> English translations (not validated) of the items measuring the perceived value of collaboration.</p><p dir="ltr"><b>Supplemental Material S2.</b> Absolute numbers and percentages of answers by group on each level on the "interest" scale.</p><p dir="ltr"><b>Supplemental Material S3. </b>Absolute numbers and percentages of answers by group on each level on the "costs" scale (inverted).</p><p dir="ltr"><b>Supplemental Material S4.</b> Absolute numbers and percentages of answers by group on each level on the "benefits for the specialist" scale.</p><p dir="ltr"><b>Supplemental Material S5.</b> Absolute numbers and percentages of answers by group on each level on the "benefits for the students" scale.</p><p dir="ltr"><b>Supplemental Material S6.</b> Measurement invariance analysis and alternative model fit values of the scales "interest," "costs," "benefits for the specialist," and "benefits for the students."</p><p dir="ltr">Till, C. (2025). The perceived value of interprofessional practice according to classroom teachers, special education teachers, and speech-language pathologists. <i>Language, Speech, and Hearing Services in Schools,</i><i> </i><i>56</i>(4), 1126–1140. <a href="https://doi.org/10.1044/2025_LSHSS-24-00154" rel="noreferrer" target="_blank">https://doi.org/10.1044/2025_LSHSS-24-00154</a></p>