A comprehensive educational system requires formal collaboration between team members to determine educational goals, intervention techniques, and monitoring of student performance. This study was developed to address whether activities associated with transdisciplinary teaming could increase targeted motor responses of elementary age students with disabilities during the general education classroom routine. Three students with disabilities, 11 adult participants, and a variety of peers without disabilities participated in the study. A multiple-baseline design across target students was used to assess the effects of incorporating transdisciplinary collaboration teaming activities and integrated therapy on the target motor responses. All of the students who participated in the study immediately increased and maintained their target motor responses when transdisciplinary teaming and integrated therapy began.
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