Article

Families and children receiving early intervention services benefit
from service provider involvement during the transition to preschool special
education services. This study sought to determine the factors that
physical therapists working in early intervention services and/or preschools
identified as supportive of their involvement, and associated with their
perceived involvement, in transition planning for young children with
disabilities moving from early intervention to preschool services. DESIGN: A
cross-sectional survey was used. METHODS: A survey was mailed to a random sample
of 600 members of the American Physical Therapy Association's Section on
Pediatrics. Physical therapists working with children transitioning out of early
intervention and into preschool participated. Data from physical therapists
providing services in preschools were included in this study. RESULTS: The
response rate was 56.3%. The highest- and lowest-ranked facilitators of
transition planning were: "Staff at my preschool program value my participation
in transition planning activities" (highest ranked) (X=5.02, SD=1.36, n=142) and
"I am encouraged to participate in transition planning activities by the early
intervention service coordinator" (lowest ranked) (X=1.91, SD=3.50, n=143).
Multivariate regression models demonstrated that physical therapists' perceived
value and expertise in providing transition planning services were significantly
associated with collaboration with professionals from early intervention programs
(F(1,129)=207) and support of families during the transition process
(F(1,134)=48). CONCLUSIONS: Physical therapists who identified implementing
practices that supported communication, collaboration, and strong, positive
relationships between early intervention and preschool programs had greater
involvement in the transition planning process.

Langue : ANGLAIS