VIDBE-Q 2026 Volume 71 Issue 3
embed their unique intervention techniques into an early intervention session.
Various frameworks were utilized in order to help providers support parent
involvement and guide the parent in planning the targeting of specific skills within
existing family routines. The role play was followed by an in-person,
interdisciplinary team assessment on campus of a child with a sensory disability.
Interdisciplinary Observations
Another impactful activity was observations of service providers from a
different discipline. Scholars were required to observe three different providers
outside of their discipline area. These interdisciplinary observations could include
any early intervention service provider, such as occupational therapy, physical
therapy, or feeding therapy. These observations were meaningful because they
allowed students to see a child through the eyes of a provider with an entirely
different perspective and area of expertise, glimpsing the depth of knowledge that
the other disciplines utilize to support the child. Written reflection, emphasizing
how interdisciplinary collaboration could have been useful, was an integral part of
the observation process.
Practicum
After completing the interdisciplinary observations, scholars completed
several observations within their discipline. They were then paired with an early
intervention provider in their specialty area as a mentor for a practicum experience
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