Factors influencing transition from early intervention

Nina June Pinnock, University of Rhode Island

Abstract

This exploratory study examined factors that predict parental satisfaction in the transition of a child with a disability from Early Intervention to preschool at the age of three. In addition to a thorough literature review, theoretical preparation included focus groups with service coordinators, receiving agencies and parents. The sample participants were 62 parent respondents to an Early Intervention transition to preschool questionnaire distributed by Rhode Island Parent Information Network (RIPIN). A confirmatory factor analysis (CFA) was conducted on proposed factors of parental empowerment, communication and culture, which did not emerge as discrete indicators of parental satisfaction. Exploratory factor analysis (EFA) identified three factors labeled well-oiled machine, information/consideration, and communication. Well-oiled machine accounted for 22% of the variance in satisfaction rating, which was statistically significant. Information/consideration accounted for 5% of the variance, which was not significant, while communication added no significant amount. Multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) determined that the proposed moderator variables of parent age, parent education, child diagnosis, months in Early Intervention, and Early Intervention site did not influence parental satisfaction in this sample. Comments from parents regarding the transition process were examined individually. Implications of the analyses, limitations of the study, and directions for future research are discussed. ^

Subject Area

Health Sciences, Mental Health|Education, Early Childhood|Psychology, Developmental

Recommended Citation

Nina June Pinnock, "Factors influencing transition from early intervention" (2003). Dissertations and Master's Theses (Campus Access). Paper AAI3112124.
http://digitalcommons.uri.edu/dissertations/AAI3112124

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