Introduction & Objectives:
One of the challenges for people requiring therapy supports is the limited supply of therapists recommended and available. Transdisciplinary (TDP) practice is an underutilised but highly valuable service delivery model for Allied Health (AH) teams. By promoting a wider range of AH professionals providing supports through TDP, we creatively increase availability of supports for clients to access. But what are the best ways to increase the availability of Music Therapists (MTs) offering TDP? How will offering TDP as MTs impact our relationship with clients and their families? Does adding TDP to our skillset enhance or reduce our efficacy? How does our creativity as an MT inform our practice as a TDP AH?

Methods:
Transdisciplinary practice will be detailed, highlighting the benefits and providing examples of strategies used by MTs working a number of practice areas. Data will be provided regarding the number of people seeking therapy supports compared to the availability of Allied Health professionals. While there are important reasons for clients to access specific disciplines, many would benefit from the expertise offered by a diverse range of AH professionals e.g. Music Therapists, Play Therapists, Specialist Teachers, Physiotherapists etc.

Results:
By promoting TDP, we provide our clients with creative ways to meet their individual goals. We also lessen the demands of their weekly therapy schedule and reduce the number of therapists with whom they need to build rapport. Their TDP therapist becomes a single point of contact, providing a diverse range of information and supports to address the client’s goals.

It is interesting to note that although TDP was a key element of the initial design of the NDIS, it does not seem to be a consistent focus of the way therapies are delivered in clinical practice. Another limitation is the low number of studies on TDP compared to studies of single disciplines. An essential element of the model is that clinicians are grounded in their own discipline before expanding into TDP. Implementing TDP practice will require planned upskilling of professionals and teams.

Conclusions:
Music Therapists in early childhood supports can apply TDP grounded in child development, using MT skills while actively building knowledge transferred from clinicians in other disciplines. By promoting transdisciplinary practice, we creatively increase the diversity of supports available for children needing therapeutic support. We also expand the relevance of Music Therapy as a vital option for NDIS participants.