Inter-Professional Education and Practice in Autism Spectrum Disorders Kelsey Foster (Faculty mentors: Valerie Wherley,PhD Ciara Leydon,PhD) College of Health Professions Department of Exercise Science and Speech-Language Pathology ABSTRACT Inter-professional education (IPE) is a learning style where students of two or more healthcare professions engage in interactive learning activities to improve collaboration and/or the delivery of care.1,2 The goal of this quasi-experimental study was to assess the extent to which students acquired skills and knowledge in inter-professional practice. Eight female students from Sacred Heart University were selected with no restrictions. Four students were undergraduate Exercise Science (ES) students. The other four were graduate Speech Language Pathology (SLP) students. Students completed course requirements for 6 weeks including biweekly seminars, peer education, and implementation of a yoga program. The “Student Questionnaire” was used pre and post collaborative coursework in order to assess student’s success in achieving four core competencies related to IPE. Qualitative analysis of Q1 yielded the following range of newly identified terms:  EX = 5-9; SLP = 4-9.  Qualitative analysis of Q2 yielded the following range of new answers of cross-disciplinary roles and responsibilities:  EX = 2-4; SLP = 2-3. Qualitative analysis from Q3 and Q4 illustrated shifts in response trends from knowledge (pre) to themes of synthesis and comprehension (post). Post-test response analysis suggested the students acquired higher levels of cognitive skill as a result of IPE over six weeks. This study shows promise in IPE and might suggest that a longer period of coursework and/or a more comprehensive questionnaire could elicit further positive results of IPE practice. RESULTS Bloom’s Taxonomy METHODS Study Sample & Recruitment: Eight female students enrolled in EX 320 (n=4) or SLP 512A (n=4) during the fall 2016 academic year. There were no health restrictions. Data Collection Procedures: As part of coursework for SLP512A and EX320, students participated in field experiences with students diagnosed with ASD (ages 12-21) at Cooperative Educational Services, that included evaluation and treatment of speech and language disorders, and participating in an exercise science yoga curriculum. The yoga curriculum occurred every Wednesday from 9-12 for 6 weeks. Students also participated in educational group seminars where students taught a lesson on each of their disciplines. Measurement Tools and Assessment: Students participated in a 30-minute, 4-question pre and post-initiative assessment, titled Student Questionnaire. Students responded via pen and paper. Each cohort of ES and SLP students answered the following questions prior to and post-initiative. Data Management and Analysis: All questionnaire responses were compiled into Excel. Qualitative analysis was done for all questions. Development of themes and code processing for qualitative analysis was done for Q3 and Q4, in accordance with Bloom’s Taxonomy 3,4 TAKE HOME MESSAGE  Post-test response analysis suggested the students acquired higher levels of cognitive skill as a result of IPE over six weeks.  The student’s direct responses from the survey suggest that prior to the IPE intervention they only expressed the idea to learn about SLP, where in the post they understood applicable concepts such as the fact that they could collaborate with SLP professionals during exercise.  Studies report findings that suggest IPE is beneficial for the greater good of healthcare and that it will help to produce a more collaborative and patient oriented healthcare system. Studies also suggest that students display positive attitudes and interest in IPE 2,5. Future research should focus on refining assessment tools and methodology on students for IPE practice, then more evidence could come forth that can assess students’ acquirement of the cognitive skills IPE seeks to stimulate. This study ultimately shows promise in IPE and might suggest that a longer period of coursework and/or a more comprehensive questionnaire could elicit further positive results of IPE practice. REFERENCES 1. Redesigning Continuing Education in the Health Professions. Washington, D.C.: National Academies Press; 2010. doi:10.17226/12704. 2. Curran V, Heath O, Kirby B. A longitudinal review of attitudinal outcomes of interprofessional education curriculum at Memorial University. Med Educ Scholarsh Forum Proc. 2013;1(0). http://journals.library.mun.ca/ojs/index.php/MESFP/article/view/525. Accessed March 8, 2017. 3. Armstrong P. Bloom’s Taxonomy. Center for Teaching Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Accessed March 28, 2017. 4. Bloom’s Taxonomy of Educational Objectives. http://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/GoalsAndObjectives/Bloom.pdf. Accessed March 28, 2017. 5. Cusack T, O’Donoghue G. The introduction of an interprofessional education module: students’ perceptions. Qual Prim Care. 2012;20(3):231-238. DISCUSSION The information collected from students included in this study provided us with positive insight into the benefits and potential of IPE.  In Q1, students were asked to identify new cross-disciplinary terminology.  Qualitative analysis of Q1 yielded the following range of newly identified terms:  EX = 5-9; SLP = 4-9.  In Q2, students were asked to create a list of new cross-disciplinary roles and responsibilities.  Qualitative analysis of Q2 yielded the following range of new answers:  EX = 2-4; SLP = 2-3.  For Q3 and Q4, qualitative analysis was completed and Bloom’s Taxonomy was used to categorize critical thinking skills.  In Q3, pre-test analysis revealed themes in:  knowledge & application, and post-test analysis revealed a theme in:  application.  In Q4:  pre-test analysis demonstrated themes in:  knowledge, comprehension, & synthesis, and post-test analysis demonstrated themes in: comprehension & synthesis.