PURPOSE There is an important need for interprofessional practice (IPP) between speech-language pathologists (SLPs) and classroom teachers (CTs) in mainstream schools to support student outcomes. This mixed methods systematic review aimed to synthesize existing literature to describe the experiences of IPP between SLPs and CTs in mainstream schools. METHOD A systematic review protocol was utilized to conduct a comprehensive search of six databases (PubMed Central, EMBASE, Cochrane Library, CINAHL EBSCO, ERIC, and ProQuest Dissertations & Theses Global) using key words related to the research question. A total of 1,876 unique studies were retrieved. Of these, 18 studies were identified as relevant to the research question, as they described the experiences of IPP between SLPs and CTs. Thematic analysis was used to analyze the quantitative and qualitative studies. RESULTS Six main themes describing IPP experiences were identified: (1) what are you bringing to the collaboration table? (2) putting the value in collaboration, (3) sharing is collaborating, (4) the nature of collaboration varies, (5) the educational context matters, and (6) influences to collaboration beyond professional control. CONCLUSIONS IPP between SLPs and CTs is complex, with various facilitators and barriers to IPP emerging within the education context. Competencies for SLPs and CTs related to having a shared understanding, adequate communication, and building relationships with each other help support IPP in schools. The utilization of a relationship-centered care approach between SLPs and CTs is also important to foster and support student outcomes. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.24018732.

中文翻译：

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言语病理学家和课堂教师之间的跨专业实践：混合方法系统评价。

目的主流学校的言语病理学家 (SLP) 和课堂教师 (CT) 之间迫切需要跨专业实践 (IPP)，以支持学生的学习成果。这项混合方法系统综述旨在综合现有文献来描述主流学校 SLP 和 CT 之间的 IPP 经验。方法 采用系统评价方案，使用与研究问题相关的关键词对六个数据库（PubMed Central、EMBASE、Cochrane Library、CINAHL EBSCO、ERIC 和 ProQuest Dissertations &Theses Global）进行全面检索。总共检索到 1,876 项独特的研究。其中，18 项研究被确定为与研究问题相关，因为它们描述了 SLP 和 CT 之间的 IPP 经验。主题分析用于分析定量和定性研究。结果 确定了描述 IPP 经验的六个主题：(1) 您将为合作带来什么？(2) 将价值放在协作中，(3) 共享就是协作，(4) 协作的性质各不相同，(5) 教育背景很重要，(6) 对协作的影响超出专业控制。结论 SLP 和 CT 之间的 IPP 很复杂，教育背景下出现了各种 IPP 的促进因素和障碍。SLP 和 CT 的能力与相互理解、充分沟通和建立关系有关，有助于支持学校的 IPP。在 SLP 和 CT 之间采用以关系为中心的护理方法对于培养和支持学生的成绩也很重要。补充材料 https://doi.org/10.23641/asha.24018732。