Assessment training and team functioning for treating children with disabilities

OBJECTIVE: To investigate differences in team functioning before and after assessment training. DESIGN: Before-after trial. SETTING: Outpatient rehabilitation and education program in a university medical center-based rehabilitation institute. PARTICIPANTS: A population-based sample of 19 rehabilitation and education specialists. INTERVENTION: 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. OUTCOME MEASURES: 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: 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). CONCLUSION: 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.