VIDBE-Q 2026 Volume 71 Issue 3
videos of children who were receiving early intervention services and make note of
the skills and intervention strategies being demonstrated. Working in groups with
one student from each discipline, scholars were able to hear the perspectives of the
other specialists, gaining insight into observations and conclusions that may have
been missed without the interdisciplinary aspect. Each team created a simple,
parent-friendly developmental chart that spanned at least six domains and six age
ranges. Instruction and practices were consistently focused around skills across a
variety of domains so that scholars could better be prepared to work across
discipline areas.
Collaborative Roleplay
One of the key interdisciplinary activities was a collaborative role play, in
which teams of scholars from each specialty area were represented. A professor
playing the part of a parent was interviewed on a live video feed, providing
information on their hypothetical child, who had a sensory disability. Based on
information gleaned from the interview of the "parent" and observation of the
"child," each scholar contributed to a global assessment, resulting in a well
balanced view of the needs of the family, the child's unique strengths, and the
challenges facing the child. Working together, scholars planned and organized
activities for the parent, based on daily routines that were a priority for the family.
This enabled scholars to build their understanding of the other disciplines and
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