Factors Associated With Therapists� Involvement in Children�s Transition to Preschool

• Autores: Christine Teeters Myers, Colleen M. Schneck, Susan K. Effgen, Katherine M. McCormick, Sharon Brandenburger Shasby
• Localización: American Journal of Occupational Therapy, ISSN 0272-9490, Vol. 65, Nº. 1, 2011, págs. 86-94
• Idioma: inglés
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• Resumen

  • 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