Abstract
This study explored the interaction patterns of family members of individuals with disabilities in a simulated interdisciplinary team problem-solving process. Participants included 15 members of a training cohort within a Leadership Education in Neurodevelopmental and Related Disabilities program. Family trainees and non-family trainees engaged in a simulated team discussion at two points during the training year (Time 1 and Time 2). To understand how family members and other professionals interact in interdisciplinary problem-solving meetings, we applied three coding schemes to the interdisciplinary team discussions to measure language similarity, dominance and domineeringness, problem solving, and balance of power. The results suggested there were trends in the communication dynamics between family trainees and non-family trainees at Time 1 and Time 2. For example, language similarity between groups was high at both Time 1 and Time 2, yet families were less successful at controlling the team conversation at Time 2. The implications of these and other results are discussed.
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