The Role of Independent Therapy Providers in the Transition to Preschool

Abstract

The complexity of the early intervention to preschool transition process has been highlighted in the early childhood literature; however, the role of independent therapy providers in transition planning has not been described specifically. The present study used survey research methods to gather information about the transition practices of 103 independently contracted therapists providing early intervention services in Kentucky. Results provide preliminary data regarding the ways in which therapists working as independent contractors participate in the transition process. Working with families, attending meetings, and communicating with receiving therapists were the most commonly reported strategies for participation, yet barriers to participation such as lack of time and decreased support from service coordinators also were identified. Most therapists reported participating fully in the transition process despite having received minimal training specifically related to early childhood transitions. Implications for future research and practice include: comparing transition involvement between therapists working as independent contractors and those employed by hospitals or therapy companies, exploring service coordinators' and families' perspectives about the role of therapists in transition, and examining how specialized training supports transition outcomes.