Best Practices in Care-Planning for Infants and Toddlers with Developmental Delays/Disabilities: An Interprofessional Case-Based Learning Activity

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Best Practices in Care-Planning for Infants and Toddlers with Developmental Delays/Disabilities: An Interprofessional Case-Based Learning Activity

Experience Status


Approval Date Range

9/24/2019 - 4/29/2025

Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.
  • Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.

Type of IPE Experience

  • Case-based and/or problem-based learning

IPEC Core Competencies Targeted by this IPE Experience

  • Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
  • Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Advancing health equity
  • Enhancing the experience of care
  • Improving patient and/or population health outcomes
  • Reducing the cost of care

Detailed Description and Purpose of the IPE Experience

Clinical cases are essential teaching tools in helping students move from didactic knowledge and theory to real-world clinical contexts. Additionally, case studies are a valuable tool to help students learn the concepts of IPE and the thought processes around coordination of care. In preparation for the Interprofessional Toy Fair and Expo, small teams of students from audiology, nursing, occupational therapy, physical therapy, and speech-language pathology will discuss roles and responsibilities, teamwork, and communication during a case-study activity to build team relations and collaborations. This IPE learning activity will help prepare teams of students for effective teamwork and communication during the Interprofessional Toy Fair and Expo. Concepts in IPE will be intentionally discussed during the activity brief and with case study discussion questions.

During this IPE learning activity, small groups of students will work collaboratively in the following activities.
1. Team-building activity
2. Case study analysis of a toddler with development delays and/or disabilities
3. Toy analysis planning for the Interprofessional Toy Fair and Expo

The objectives of this case study activity are:
1. Students will relate their professions other’s roles and responsibilities in the coordinated plan of care for an infant or toddler with a development delay and/or disability.
2. Students will work collaboratively on a team with other healthcare professionals to create a coordinated plan of care for infant or toddler with a development delay and/or disability.

Level of IPE Integration

  • 1. Foundations Level: Consists of introductory learning activities that provide learners with the opportunity to interact and learn from professionals and peers from disciplines beyond their own. The desired outcome for activities offered at this level is that learners will gain a deeper understanding of their profession while gaining an appreciation for the perspective and roles of other professions.

Attendance or Participation in the IPE Experience

  • Certificate credit

Frequency of the IPE Experience

  • 01. Annually
  • Annually in the fall prior to the Interprofessional Toy Fair and Expo

Duration and/or Timeline of the IPE Experience

  • 02. 1 to 3 hours
  • 2.5 hours

Campus and/or Location of the IPE Experience

  • Lubbock

Average Number of Learners Participating in the IPE Experience

  • 03. 101 to 150
  • 150

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

  • Speech-Language Pathology, MS
  • Audiology, AuD
  • Occupational Therapy, OTD
  • Physical Therapy, DPT

School of Medicine Audiences

School of Nursing Audiences

  • Traditional BSN

School of Pharmacy Audiences

School of Population and Public Health Audiences


IPE Learning Objectives for the Experience

Values and Ethics

  • VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
  • VE04. Value diversity, identities, cultures, and differences.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.

Roles and Responsibilities

  • RR01. Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.
  • RR05. Practice cultural humility in interprofessional teamwork.


  • C04. Promote common understanding of shared goals.
  • C01. Communicate one’s roles and responsibilities clearly.
  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
  • C05. Practice active listening that encourages ideas and opinions of other team members.

Teams and Teamwork

  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT04. Use shared leadership practices to support team effectiveness.
  • TT07. Share team accountability for outcomes.
  • TT09. Operate from a shared framework that supports resiliency, well-being, safety, and efficacy.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.

Type of Learner Assessment Administered

  • Attitudinal and/or perceptions survey

Formal Assessment Protocol used, if Applicable

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
  • Activity feedback/evaluation – from learners

Provide Details on the Potential Sustainability of the IPE Experience

  • Integrated into program curriculum
  • This activity is integrated into the planning stages of the Interprofessional Toy Fair and Expo. It is also integrated into the curriculum of all three participating professions.

Provide Dedicated Funding Sources:

  • No dedicated funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Instructors and/or preceptors
  • Planning committee members
  • facilitators.

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • Office of Interprofessional Education
  • School of Health Professions
  • School of Nursing

Contact Person(s) and Contact Information for the IPE Experience

Renee Bogschutz
Office of Interprofessional Education
Texas Tech University Health Sciences Center
3601 4th Street | STOP 6231 | Office 3B 150J | Lubbock, Texas 79430-6231