Factors associated with therapists' involvement in children's transition to preschool

We identified factors associated with occupational therapists' involvement as children receiving early intervention services transition into preschool. A survey was sent to members of the American Occupational Therapy Association's School System Special Interest Section. The highest ranked...

Full description

Saved in:
Bibliographic Details
Published in:The American journal of occupational therapy 2011-01, Vol.65 (1), p.86-94
Main Authors: Myers, Christine Teeters, Schneck, Colleen M, Effgen, Susan K, McCormick, Katherine M, Shasby, Sharon Brandenburger
Format: Article
Language:English
Subjects:
Adult
Child, Preschool
Disabled Children - rehabilitation
Early Intervention
Early Intervention (Education) - organization & administration
Health aspects
Humans
Individualized Education Programs
Individualized Instruction
Life Change Events
Management
Occupational therapists
Occupational therapy
Occupational Therapy - organization & administration
Practice
Preschool children
Preschool Education
Promotion (School)
Schools
Social aspects
Young Children
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:We identified factors associated with occupational therapists' involvement as children receiving early intervention services transition into preschool. A survey was sent to members of the American Occupational Therapy Association's School System Special Interest Section. The highest ranked factor for respondents in early intervention was understanding their role (mean [M]= 4.96, standard deviation [SD] = 1.26, n = 78) and for respondents in preschool programs it was having preschool staff value their participation (M = 4.84, SD = 1.46, n = 248). Preschool occupational therapists' relationship with early intervention providers, employer-based supports, and knowledge of the transition process were significantly associated with their involvement in two transition planning areas: collaboration with early intervention programs (p < .001) and family support (p < .001). Findings suggest that practices that enhance relationships among programs influence occupational therapist involvement. Implications for formal training to support involvement in the transition process are discussed.
ISSN:0272-9490
1943-7676
DOI:10.5014/ajot.2011.09060