Factors associated with therapists’ involvement in children’s transition to preschool / Christine Teeters MYERS in American Journal of Occupational Therapy, Vol. 65/1 (janvier-février 2011)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 65/1 (janvier-février 2011) . - p. 86-94 Titre : Factors associated with therapists’ involvement in children’s transition to preschool Type de document : texte imprimé Auteurs : Christine Teeters MYERS ; Colleen M. SCHNECK ; Susan K. EFFGEN ; et al. Année de publication : 2011 Article en page(s) : p. 86-94 Langues : Anglais (eng) Mots-clés : Nourrisson  Ergothérapie  Relation parent enfant  Relation soignant soigné  Processus apprentissage Résumé : 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. Permalink : ./index.php?lvl=notice_display&id=14103 [article] Factors associated with therapists’ involvement in children’s transition to preschool [texte imprimé] / Christine Teeters MYERS ; Colleen M. SCHNECK ; Susan K. EFFGEN ; et al. . - 2011 . - p. 86-94. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 65/1 (janvier-février 2011) . - p. 86-94 Mots-clés : Nourrisson  Ergothérapie  Relation parent enfant  Relation soignant soigné  Processus apprentissage Résumé : 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. Permalink : ./index.php?lvl=notice_display&id=14103

Exemplaires (1)

Cote	Support	Localisation	Section	Disponibilité
Revue	Revue	Centre de Documentation HELHa Campus Montignies	Réserve	Consultable sur demande auprès des documentalistes Exclu du prêt

---

1 (1 - 1 / 1)