Interdisciplinary Practice in ABA: Collaborating With SLPs, OTs, Schools, and Physicians
Good collaboration changes everything. When a BCBA, SLP, OT, teacher, and physician truly work together, the learner gets consistent support. The family hears one clear message instead of five conflicting ones. Goals make sense across settings. Everyone knows their role.
But interdisciplinary practice in ABA isn’t always easy. You might feel unsure about your scope when another provider recommends something unfamiliar. You might struggle to get everyone in the same room—or the same email thread. You might wonder how to handle disagreements without damaging relationships.
This guide is for practicing BCBAs, clinic directors, and clinical supervisors who want a practical, ethics-first approach to working with other professionals. You’ll learn what interdisciplinary collaboration actually means, how to structure meetings and documentation, and how to work with SLPs, OTs, schools, and physicians without stepping outside your role. You’ll also find real-world case examples and templates you can adapt right away.
The goal is simple: collaborate in a way that keeps the learner’s dignity, safety, and goals at the center.
Start Here: What “Interdisciplinary” and “Interprofessional” Mean in ABA
Before you can collaborate well, you need shared language. “Interdisciplinary” or “interprofessional” practice means different professionals plan together toward shared goals—not just work next to each other without coordination.
In interdisciplinary care, the team shares information, coordinates plans, and checks that services don’t conflict. Everyone brings their expertise, but no one works in isolation. The learner and family experience services that make sense together, not a patchwork of unconnected recommendations.
The ABAI Practice Board has adopted a WHO framework defining interprofessional collaborative practice around four key areas: values and ethics, roles and responsibilities, interprofessional communication, and teams and teamwork. Collaboration isn’t just about efficiency—it’s about mutual respect, clear boundaries, honest communication, and shared accountability for outcomes.
Common team members include SLPs, OTs, teachers, physicians, caregivers, and BCBAs. But the real point isn’t who is on the team. It’s that the team plans together, shares information appropriately, and keeps the learner at the center.
Collaboration isn’t about who’s in charge. It’s about shared values and shared outcomes.
Quick Definitions
Scope of practice refers to what your license or certification says you can do. Every discipline has limits, and staying within yours protects the learner and the team.
Assent means the learner is saying “yes” in a real way—through words, actions, or clear comfort. Learners deserve to have their preferences respected, not just their compliance managed.
A release of information is written permission to share private details with a specific person or organization. Without an ROI, you shouldn’t share client information outside your own team.
Shared goals are goals written so the whole team can support them—clear, learner-centered, and sensible across settings.
Ethics and Scope Come First
The best collaboration is built on ethics, not just efficiency. Before you think about workflow or templates, ground your practice in safety, dignity, and role clarity.
Respect each discipline’s training and role. SLPs have expertise in communication and language that BCBAs don’t share. OTs have expertise in sensory processing and motor skills. Teachers understand classroom dynamics. Physicians have medical training. Your job is to bring your expertise and learn from theirs—not to override them.
Stay in scope. Describe behavior and learning needs clearly, but don’t diagnose outside your role. If you notice something that looks like a swallowing problem, a medical condition, or a sensory processing concern, refer to the appropriate professional.
Use dignity-first goals. Focus on quality of life, autonomy, and communication access—not just compliance. Goals that make the learner’s life better are worth pursuing. Goals that simply make the learner easier to manage are worth questioning.
Use human oversight. You’re responsible for your clinical decisions. Collaboration is about teamwork, but it doesn’t remove your accountability. Review recommendations thoughtfully. Ask questions. Make decisions based on your clinical judgment, informed by the team.
Plan for privacy before sharing details. Get a written ROI before sharing client information with anyone outside your organization. The ROI should name the specific recipient, the exact information being shared, the purpose, and an expiration date. It should also note the right to revoke consent.
Red Flags to Avoid
Some patterns hurt collaboration rather than help it.
Watch out for speaking for another profession’s role or goals. If you catch yourself saying what the SLP or OT “should” be doing, pause and ask instead.
Sharing client details without permission is a serious breach of trust and often a legal violation. Always confirm you have the right ROI in place.
Pushing compliance goals that conflict with learner dignity is another red flag. If the team is focused on making the learner “easier” rather than helping them thrive, the goals need to change.
Treating other providers as barriers instead of partners will poison the relationship. Even when you disagree, approach other professionals with curiosity and respect.
The Collaboration Workflow: Before, During, After
A repeatable workflow makes collaboration easier to manage. Think of every team contact in three phases: before, during, and after. This structure works whether you’re meeting with one SLP or running a full interdisciplinary team meeting.
Before the Meeting
Preparation makes meetings shorter and more useful.
Start by clarifying the purpose. What’s the learner’s goal? What’s the biggest barrier right now? What question are you trying to answer?
Gather the data that matters for this question. You don’t need to share everything—just the information that helps the team decide.
Think about what you want to ask the other provider. Also think about what you’re not asking for, to stay in scope.
Confirm you have the right permissions (ROI) and that you’re using a secure platform. Send the agenda at least 24 hours in advance. Assign roles: a facilitator to keep things moving, a note-taker to capture decisions, and a timekeeper to protect everyone’s schedule.
During the Meeting
Keep the meeting focused. A simple agenda might include:
- The shared goal in one sentence
- A review of each person’s role
- A plan for the next two weeks
- A decision about who documents what and where
- The next meeting date
Use plain language. Define terms. If someone uses jargon, ask for clarification. Keep a “parking lot” list for off-topic items so you don’t get derailed.
End by restating decisions and next steps out loud. Make sure everyone knows who is doing what and by when.
After the Meeting
Send a short recap within 24 to 48 hours. Include the shared goal, decisions made, next steps with names attached, and the next meeting date.
Update your treatment plan only within your scope. Don’t add recommendations from other providers as if they were your own clinical decisions. Instead, note that you’re supporting the OT’s environmental changes or the SLP’s communication targets.
Assign any staff training needs—scripts, prompts, materials—and log any open questions and who owns them.
Documentation for Interdisciplinary Care
Good documentation protects everyone. It creates continuity, accountability, and a record of clinical reasoning. After any team contact, document what happened, what was decided, and what comes next.
Interdisciplinary Contact Note Structure
Start with the date, time, and method of contact—meeting, phone, email, or telehealth. List the participants and their roles. State the reason for contact in one sentence.
Subjective: Note what was reported by the caregiver, teacher, or other provider. Mark this as “reported,” not verified fact.
Objective: Record what you observed or measured—behavior data, ABC patterns, skill data, strategies used. Keep descriptions plain and specific.
Assessment: Offer your clinical interpretation. What does the data suggest? What’s working or not, and why? Tie your reasoning back to function when possible.
Plan: Document agreements and next steps. Include who does what, by when, and the follow-up date. Note any items needing consent or ROI before the next contact.
What Not to Include
Avoid unnecessary private details. Only share what’s needed for the clinical question at hand.
Avoid judgmental language about other providers. Even if you disagree, keep your notes professional.
Avoid medical or therapy recommendations outside your role. If you observe something concerning, refer to the appropriate professional and document the referral.
Keep a decision log for disagreements and plan changes. This log should note the clinical issue, options considered, evidence reviewed, stakeholders present, main points of disagreement, resolution method, final decision, follow-up metrics, and status.
Working With SLPs
SLPs and BCBAs often work on communication, but from different angles.
The SLP usually leads on communication assessment, language goals, AAC system selection, and speech sound targets. The BCBA usually leads on functional behavior assessment, function-based support, reinforcement systems, and teaching plans that build daily practice opportunities.
The shared space includes functional communication training, prompt planning, consistency across environments, and caregiver or staff training. This is where collaboration happens most often—and where it can break down if roles are unclear.
Start with function. What does the learner need to communicate? Access to something? Protest? Social connection? Safety? When you focus on function, you can align goals even if your methods differ.
Agree on shared targets. If the SLP is teaching a learner to request “break” using an AAC device, the BCBA should build practice opportunities for that same target in daily routines. The learner should see the same icons, hear the same models, and get the same responses across settings.
Clarify roles early. The SLP designs the communication system. The BCBA creates opportunities to practice and generalizes the skill. Both train staff and caregivers, so the family hears one clear message.
Scripts You Can Use
When reaching out to an SLP, try:
“I want to support your communication plan during daily routines. What would you like us to practice most?”
“Can we pick one or two shared targets for the next two weeks so the learner gets consistent support?”
These scripts show respect for the SLP’s expertise and invite collaboration rather than competition.
Shared Goal Worksheet
A simple worksheet might include:
- The goal in learner-friendly and team-friendly language
- Where it happens (home, school, community)
- What success looks like
- How the team will respond to attempts
Working With OTs
OTs bring expertise in sensory processing, fine motor skills, self-care, and environmental modifications. BCBAs bring expertise in defining behavior, measuring function, and evaluating whether supports actually work.
Use shared outcomes as your anchor. Focus on participation, independence, comfort, and safety—goals both disciplines can support.
Ask the OT for environmental supports and routines that reduce barriers. What helps the learner stay comfortable and ready to learn? What routines or materials should you keep consistent? What signs tell you the task is too hard right now?
Coordinate carefully around feeding and ADLs. Feeding and swallowing can involve medical risk. If you see safety concerns, refer to the appropriate provider and wait for medical clearance before adding feeding goals.
Avoid claiming sensory “treatment” as ABA. Your role is to observe, measure, and support—not to diagnose sensory processing differences or prescribe sensory interventions. Focus on observable supports and skill building.
Plan for generalization. How will the learner use these skills across settings? What practice opportunities can you create in daily routines?
Questions to Ask an OT
- “What helps the learner stay comfortable and ready to learn?”
- “What routines or materials should we keep consistent?”
- “What signs tell us the task is too hard right now?”
Where Teams Often Clash
Some common conflict points can be reframed:
Instead of labeling behavior as “noncompliance,” consider whether the task is too hard, not safe, or not understood.
Instead of applying “sensory behavior” labels, describe what you see and what helps.
School Collaboration
Schools are busy places. Teachers juggle many demands. To collaborate well, translate ABA terms into school-friendly language and keep recommendations realistic.
Prepare for IEP meetings with one or two clear priorities. Bring a small data summary—something like “Went from 5 times per day to 2 times per day.” Keep it simple.
Align goals with classroom participation, learning access, peer interaction, and safety. These outcomes matter to teachers and schools.
Support teachers with simple, doable plans. One page is better than a binder. Focus on what to do before the routine, during, after, and when to ask for help.
Plan how data will be collected without burdening staff. A simple tally on a sticky note is often more useful than a complex data sheet.
Teacher Consult Quick Plan
A one-page plan might include:
- Target routine (transitions, group time)
- Learner’s strengths and successes
- Priority behavior and replacement skill
- Classroom strategies (visual schedule, prompting plan)
- Check-in schedule
- One SMART goal
School Meeting Scripts
“Let’s pick the smallest change that makes the biggest difference for this week.”
“Can we agree on one response plan so the student gets the same message?”
Remember that FERPA often applies to school records, not HIPAA. Schools typically need written parent consent to share student information with outside providers. Confirm ROI status before sharing anything.
Medical/Physician Coordination Basics
When safety or health factors may affect behavior, medical coordination matters. Your job is to share behavior observations and patterns—not medical conclusions.
If medications change and behavior shifts, ask for clarification. Share what you observe (sleep, appetite, energy, behavior patterns) without diagnosing. Keep communication brief, respectful, and consent-based.
Know when to refer out. Signs of pain, sleep disruption, seizures, swallowing problems, or sudden unexplained behavior changes may need medical review. Present these as observations and ask for guidance.
What to Send to a Physician
A good summary includes:
- The top concern in one sentence
- What changed and when
- What you observed (sleep, appetite, energy, behavior patterns)
- Any safety risks
- A specific question
For example: “Since the medication change on [date], we’ve seen increased fatigue and a rise in elopement attempts from 1 to 4 per day. Sleep is reported as disrupted. Is this pattern consistent with side effects, and should timing or dosage be reviewed?”
Always confirm that a written ROI is on file.
When Teams Disagree
Disagreements happen. Different disciplines have different priorities, training, and language. The goal isn’t to avoid disagreement but to handle it in a way that protects relationships and learner outcomes.
Name the shared goal first. “We all want safety and a better day for this learner.” Starting with shared values makes it easier to work through differences in tactics.
Separate values from tactics. If you agree on the “why,” you can often find common ground on the “how.”
Ask what data would help you decide. If you’re stuck, propose a small, time-limited test plan with clear measures. Define start and end dates, an integrity plan, safety rules, and a review date.
Document the decision and revisit it on the set date. Use a decision log so you have a record of what was considered, who was involved, and what was decided.
Respectful Reframes
- “We need compliance” → “We need safety and participation.”
- “Stop the behavior” → “Teach a better way to meet the same need.”
- “That’s not ABA” → “Let’s define roles and pick a shared goal.”
If the issue is high-risk, pause and prioritize safety. Escalate through proper clinical channels. Bring the caregiver voice and consent back into the center.
Brodhead’s 2015 paper offers a stepwise model for handling nonbehavioral treatment recommendations: identify the recommendation, check safety, learn about the intervention, check safety again, translate into behavioral terms, and decide whether it interferes with client goals. The CAPT tool (Checklist for Analyzing Proposed Treatments) can help structure this analysis.
Team Meeting Facilitation
Good meetings end with action steps, not confusion.
Use a simple agenda and time boxes. Set roles: facilitator, note-taker, timekeeper. End with “who does what by when.” Use plain language and define terms. Plan the next check-in and how updates will be shared.
Meeting Agenda Template
- Win since the last meeting
- Current barrier
- One shared goal for the next two weeks
- Supports by role
- Next steps and next meeting date
Follow-Up Email Script
“Thank you for meeting. Our shared goal is [X]. We decided [bullets]. Next steps are [who/what/when]. Our next meeting is [date/time].”
Case Applications
Real examples help make the workflow concrete.
Case 1: BCBA and SLP (Communication Breakdowns During Demands)
A learner shows frustration behaviors when asked to do tasks. The SLP identifies a communication goal: request help or a break using an AAC button. The BCBA arranges practice opportunities, measures attempts, and coaches staff on consistent prompting. The SLP guides the communication target and AAC setup. Both document decisions and create a consistency plan for home and clinic.
Case 2: BCBA and OT (Morning Routine and Clothing Tolerance)
A learner struggles with getting dressed due to sensory sensitivities. The OT recommends sensory supports and task grading. The BCBA teaches the steps, reinforces independence, and plans fading of prompts and supports. Both document what changed and why in a decision log.
Case 3: School Team (Transition Behavior and Lost Instruction Time)
A student has difficulty transitioning between activities, losing instruction time. The team agrees on a shared goal: the student transitions with a simple routine and predictable supports. The teacher gets a one-page plan with steps and materials. The BCBA provides an easy data collection method and brief check-ins. An email recap confirms responsibilities.
Case 4: Physician Coordination (Behavior Change After Medication Update)
A medication change happens and behavior shifts. The BCBA creates a behavior observation summary with baseline and trend data, definitions, ABC patterns, and observed changes. The physician reviews and provides guidance. The BCBA documents what was shared and sets a next check-in date.
In each case, the structure is the same: clarify context, agree on a shared goal, define roles, make a plan, and document decisions. Dignity and assent stay in the plan at every step.
Frequently Asked Questions
What is interdisciplinary practice in ABA?
Different professionals planning together for shared goals. It’s not just working next to each other—it’s coordinating services so the learner and family experience consistent support.
How do I collaborate with an SLP without stepping outside my scope?
Clarify roles early. The SLP designs the communication system. You create teaching opportunities and support practice. Focus on observable teaching and consistency. Use shared goals and document decisions.
What should I document after talking to another provider?
Who you contacted, when, and why. What was decided and next steps. Any disagreements and how you’ll resolve them. Consent or ROI status.
How do I handle conflict when the team disagrees?
Start with shared values and learner dignity. Define what data would help. Use a small test plan with a review date. Document the decision process.
How can I make team meetings more effective?
Use a short agenda and clear roles. Limit to one shared goal per meeting. End with “who does what by when.” Send a recap quickly.
How do I collaborate with OTs around sensory supports or feeding?
Use role clarity and shared outcomes. Ask the OT for guidance on supports and safety. Focus your work on skill building, routines, and generalization. Avoid claims outside your role.
How do I collaborate with schools during IEP meetings?
Translate ABA terms into school-friendly language. Bring one or two priorities and a simple plan. Align classroom supports with shared goals. Keep the teacher’s workload realistic.
Conclusion
Strong interdisciplinary practice isn’t about who leads or whose science is better. It’s about clear roles, shared goals, good notes, and respectful relationships.
The workflow is simple: prepare before the meeting, stay focused during, and follow up after. Document decisions and keep a record of how disagreements were resolved. Respect each discipline’s expertise and stay within your scope. Use dignity-first goals that make the learner’s life better.
Start by reviewing your next collaboration contact. Can you clarify roles? Can you agree on one shared goal? Can you use a simple agenda and document decisions?
Small changes in how you collaborate can make a big difference for the learners and families you serve. Consider building a toolkit with the templates from this guide—agenda templates, shared goal worksheets, outreach scripts, and documentation checklists.
The goal is always the same: keep the learner’s dignity, safety, and goals at the center of everything you do.
