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Related Experiment Video

Updated: Jun 18, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Collaborative transdisciplinary intervention in early years - putting theory into practice.

A Bell¹, M Corfield, J Davies

¹Early Intervention Team, Maidstone Child Development and Therapy Centre, 188 Union Street, Maidstone ME14 1EY, UK. andrea.bell@nhs.net

Child: Care, Health and Development

|December 8, 2009

Summary

The transdisciplinary model significantly reduced waiting times and increased therapy attendance for young children in the UK. This collaborative approach improved outcomes for families and children within community paediatric services.

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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

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Published on: June 20, 2020

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Last Updated: Jun 18, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

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Published on: June 6, 2020

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

Area of Science:

Community Paediatrics
Early Intervention Services
Healthcare Collaboration

Background:

UK government initiatives promote collaborative professional working in early years.
Evidence for collaborative working models in UK community early years settings (0-2.5 years) is limited.
This study evaluates the transdisciplinary model in a UK community setting.

Purpose of the Study:

To objectively evaluate the effectiveness of a transdisciplinary model of collaborative working.
To assess the impact of the transdisciplinary model on service delivery in early years.
To provide evidence for collaborative practice in community paediatric services.

Main Methods:

Development of a transdisciplinary early intervention team for children aged 0-2.5 years in the UK (2004-2007).
Evaluation of key performance indicators including waiting times, therapy session attendance, and caseload.
Analysis of service efficiency through resource utilization.

Main Results:

A statistically significant reduction in waiting times was observed, decreasing from an average of 114 days to 35.6 days for high-priority children.
Therapy session attendance rates increased significantly from 49% in 2005 to 75% in 2007.
Caseload increased from 29 in 2004 to 64 in 2008, demonstrating efficient caseload management and resource utilization.

Conclusions:

The study provides objective evidence for the benefits of the transdisciplinary model in a UK community paediatric service.
The practical application of transdisciplinary working yielded positive outcomes for clients and fundholders (Primary Care Trust).
This research highlights the value of collaborative approaches in early intervention services.