Effects of transdisciplinary teaming for students with motor disabilities

A comprehensive educational system requires formal collaboration between. l earn members to determine educational goals, intervention techniques, and m onitoring of student performance. This study was developed to address wheth er activities associated with transdisciplinary teaming could increase targ eted motor responses of elementary age students with disabilities during th e general education classroom routine. Three students with disabilities, 11 adult participants, and a variety of peers without disabilities participat ed in the study. A multiple-baseline design across target students was used to assess the effects of incorporating transdisciplinary collaboration tea ming activities and integrated therapy on the target motor responses. All o f the students who participated in the study immediately increased and main tained their target motor responses when transdisciplinary teaming and inte grated therapy began.