Presenter Information
Kelly Gregoire, BS: Duquesne University Rangos School of Health Sciences, Occupational Therapy Department
Halie Mayfield, BS: Duquesne University Rangos School of Health Sciences, Occupational Therapy Department
Dr. Jeryl D Benson, EdD, OTR/L, Duquesne University Rangos School of Health Sciences, Occupational Therapy Department
Johnna Estep, BS:Duquesne University Rangos School of Health Sciences, Occupational Therapy Department
Abstract
Abstract
Importance: Occupational therapy (OT) practitioners and members of the Early Intervention (EI) to school-based transition should understand the barriers to a successful transition to better advocate for their clients and tailor their involvement in the transition process.
Objective: To explore the lived experience of parents of young children participating in the transition process.
Participants: Fourteen parents of young children (ages 2.5-6 years) with a developmental disability.
Outcomes and Measures: Semi-structured interviews focusing on parent and family experiences with the transition process.
Results: Seven resulting themes emerged from the data representing parent perceptions related to their experience of the system. The themes include understanding of the system and how it works; trusting and relying on the professional team; balancing the demands; parental support outside of the team; navigating the shift from EI to School; the desire for a window into the future; and the impact of collaboration.
Conclusion: Parents identified their experiences regarding the transition from EI to school-based services. The outcomes from this study indicate that parents encountered a range of emotions throughout the process due to not having a timeline of the process, concern about the new services, challenges balancing parental involvement, and lack of communication. Parents found they need to rely on others, trust team members, advocate with groups, and find the communication style that met the needs of all. The study found that the more involved parents were, the more satisfied parents were with the transition.
What this article adds: EI OT practitioners are optimally positioned to remediate transition issues; therefore, it is essential to assert their integral role in the transition planning process to address the needs of the parents, creating more successful transitions.
Keywords: transition; young children; developmental disabilities; occupational therapy; qualitative research; professional-family relations
School
Rangos School of Health Sciences; Gumberg Library
Advisor
Dr. Jeryl D Benson
Submission Type
Paper
Included in
A Phenomenological Study of Parent Experiences during Transition from Early Intervention to School-based Services
Abstract
Importance: Occupational therapy (OT) practitioners and members of the Early Intervention (EI) to school-based transition should understand the barriers to a successful transition to better advocate for their clients and tailor their involvement in the transition process.
Objective: To explore the lived experience of parents of young children participating in the transition process.
Participants: Fourteen parents of young children (ages 2.5-6 years) with a developmental disability.
Outcomes and Measures: Semi-structured interviews focusing on parent and family experiences with the transition process.
Results: Seven resulting themes emerged from the data representing parent perceptions related to their experience of the system. The themes include understanding of the system and how it works; trusting and relying on the professional team; balancing the demands; parental support outside of the team; navigating the shift from EI to School; the desire for a window into the future; and the impact of collaboration.
Conclusion: Parents identified their experiences regarding the transition from EI to school-based services. The outcomes from this study indicate that parents encountered a range of emotions throughout the process due to not having a timeline of the process, concern about the new services, challenges balancing parental involvement, and lack of communication. Parents found they need to rely on others, trust team members, advocate with groups, and find the communication style that met the needs of all. The study found that the more involved parents were, the more satisfied parents were with the transition.
What this article adds: EI OT practitioners are optimally positioned to remediate transition issues; therefore, it is essential to assert their integral role in the transition planning process to address the needs of the parents, creating more successful transitions.
Keywords: transition; young children; developmental disabilities; occupational therapy; qualitative research; professional-family relations