[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.
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[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.
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