Collaborative service delivery models have gained considerable popularity in health care, education, and clinical settings. Despite the unique opportunity that this new popularity provides for the dissemination of applied behavior analysis, the majority of practicing behavior analysts have received little or no formal professional development on how to participate in teams with nonbehavioral colleagues. The purpose of this article is to elucidate the larger movement toward collaborative service delivery with an emphasis on interprofessionalism. The four core competency domains presented by the Interprofessional Education Collaborative (IPEC) Framework are interpreted through a behavior-analytic lens. This article is an initial attempt to operationalize constructs commonly associated with interprofessional educational and collaborative practices including (but not limited to) cultural sensitivity and responsiveness, cultural humility and reciprocity, empathy, and compassion.

协作服务提供模式在医疗保健、教育和临床环境中相当受欢迎。尽管这种新的流行为传播应用行为分析提供了独特的机会，但大多数实践行为分析师在如何参与与非行为同事的团队方面很少或没有接受过正式的专业发展。本文的目的是阐明以跨专业为重点的协作服务交付的更大运动。跨专业教育协作 (IPEC) 框架提出的四个核心能力领域通过行为分析的视角进行解释。本文是对通常与跨专业教育和协作实践相关的结构进行操作的初步尝试，包括（但不限于）文化敏感性和响应性、文化谦逊和互惠、同理心和同情心。