{"id":190,"title":"From Early Intervention to Preschool: Ensuring Continuity of Supports","slug":"early-intervention-to-preschool-continuity","lang":"en","description":"Explore the process of transitioning from early intervention services to preschool for children with autism. This post covers transition planning, coordinating with schools, maintaining gains, and ensuring that support continues smoothly as children enter formal education. Practical steps and templates help families prepare for a seamless move.","content":"

Transitioning from early intervention to preschool is a critical period that requires careful planning and collaboration. When done well, transitions preserve progress, maintain learning momentum, and ensure that children receive consistent supports as they enter a new environment. This article outlines practical steps to plan, coordinate, and execute a successful transition that keeps the child’s development on track and supports family confidence during change.

The Why and When of Transition Planning

Early preparation reduces anxiety for children and caregivers alike. Transition planning should begin well before a child’s eligibility changes, typically several months in advance. Teams should identify goals, required services, and the settings where supports will occur. Planning also addresses environmental changes, such as classroom structure, routines, and peer interactions, to minimize disruption and maximize success.

Building a Collaboration Network

Successful transitions rely on coordinated communication among early intervention providers, preschool staff, families, and medical or mental health professionals. A designated transition coordinator or case manager can help align goals, share progress data, and ensure that IEPs or individualized plans reflect ongoing needs. Regular meetings and shared documentation promote continuity and reduce fragmentation of services.

Maintaining and Generalizing Skills

Preschool introduces new social dynamics and academic expectations. Teams should design strategies to maintain gains from early intervention while promoting generalization across settings. Visual supports, predictable routines, and targeted social-communication goals help children adapt to more complex classrooms and peer interactions without losing ground on essential skills.

Adapting Therapies for the Preschool Environment

Some therapies may shift to school-based delivery, while others continue in diagnostic or therapeutic settings. The transition plan should specify which services continue, the frequency and duration, and how goals will be integrated into the preschool curriculum. Ensuring that staff are trained and comfortable with these approaches is essential for a smooth shift.

Parent Roles in the Transition

Parents serve as critical advocates and collaborators during the transition. They provide insight into what has worked, what challenges remain, and what supports are most essential for the child’s success. Parents can prepare questions for new providers, gather documentation, and participate actively in transition meetings to ensure that school-based plans reflect family priorities.

Measuring Transition Outcomes

Outcome measures should include not only skill gains but also the child’s comfort in the new setting, participation in classroom activities, and the effectiveness of collaboration among caregivers and educators. Regular progress reviews help ensure that the transition remains on track and allows for timely adjustments if needed.

Conclusion: A Seamless Path Forward

With thoughtful planning, strong collaboration, and a child-centered focus, the move from early intervention to preschool can be a positive milestone. Continuity of supports, ongoing data-informed decision-making, and caregiver empowerment are the cornerstones of a successful transition that supports continued growth and learning in the preschool years.

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