Factors Influencing Physical Therapists' Involvement in Preschool Transitions

Abstract

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. A cross-sectional survey was used. 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. 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). 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.