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

Christine Teeters Myers, Colleen M. Schneck, Susan K. Effgen, Katherine M. McCormick, Sharon Brandenburger Shasby

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


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.

Original languageEnglish
Pages (from-to)86-94
Number of pages9
JournalAmerican Journal of Occupational Therapy
Issue number1
StatePublished - Jan 2011


  • Child
  • Early intervention (education)
  • Interprofessional relations
  • Occupational therapy
  • Preschool
  • Professional role
  • Professional-family relations

ASJC Scopus subject areas

  • Occupational Therapy


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