Working together: A review of cross-sector collaborative practices in provision for children with special educational needs and disabilities.
Eight data-backed cross-sector team models give BCBAs ready-made blueprints for smoother special-education collaboration.
01Research in Context
What this study did
Castro-Kemp et al. (2022) searched for real-world ways that schools, clinics, and community teams work together for kids with special needs.
They pulled every study that described a cross-sector team in action. They kept only the eight models backed by data.
What they found
Eight proven models exist. They range from simple multidisciplinary clinics to full transdisciplinary play-based assessment.
Each model shows who does what, how often they meet, and how they share goals.
How this fits with other research
LaFrance et al. (2019) warned that turf wars start when BCBAs, SLPs, and OTs do not know each other’s training. The 2022 review answers that gap by mapping clear role charts.
Chan et al. (2023) tested one of these models in real life. Their transdisciplinary feeding team for autistic kids matched the “transdisciplinary” label Susana found. Ting adds that success hinges on managing parent expectations—something the broader review does not detail.
Light-Shriner et al. (2025) surveyed school BCBAs and found most learn collaboration on the job. Susana’s catalog gives those BCBAs eight ready-made team structures to copy.
Why it matters
You no longer have to invent a team model from scratch. Pick one of the eight, match it to your setting, and start piloting. Share the role chart with teachers and therapists so everyone knows who brings what to the table.
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02At a glance
03Original abstract
It is widely recognised that cross-sector partnerships are key to improve outcomes for children with special educational needs and disabilities (SEND). However, evidence-based strategies fostering these partnerships have not been systematically identified, and terms designating different forms of collaboration are used interchangeably. This study aims to contribute to systematically identify practices for cross-sector collaboration for children with SEND, critically positioning these within collaborative traditions (multidisciplinarity, interdisciplinarity and transdisciplinarity). A scoping review of the international literature of the past 10 years was conducted, following Arksey and O'Malley's methodology and considering type of SEND studied, country of origin, approach to collaboration portrayed and study design. Only papers describing empirical applications of collaborative strategies were included in the final review (n = 8). Practices identified ranged from multidisciplinary to transdisciplinary and included: partnerships between higher education and healthcare organisations, implementation of school clinics, schools as interdisciplinary hubs, management's own partnerships and networks, assessment in person with the whole team, videoconferencing, periodic meetings with key professionals, informal on-site discussions and transdisciplinary play-based assessment. Implications for practice are considered, in particular the need to examine how these strategies are implemented in a variety of settings and the need to develop the skills that elicit transdisciplinary work.
Research in developmental disabilities, 2022 · doi:10.1016/j.ridd.2021.104127