A model of transition as a change in ecocultural niche is described, in which transitions require accommodations in daily routines for a child, family, and service providers. A working definition of transition impact is the number of accommodations required, and the sustainability of daily routines. The research literature is reviewed for transitions across the age span of birth to 8 years.
Get full access to this article
View all access options for this article.
References
1.
Arenas, S.A., & Ensher, G.L. (1986). Intervention in home and center-based programs. In G.L. Ensher & D.A. Clark (Eds.), Newborns at risk: Medical care and psychoeducational intervention. Rockville, MD: Aspen.
2.
Barnard, K.E., & Bee, H.L. (1983). The impact of temporally patterned stimulation on the development of preterm infants. Child Development47, 579–587.
3.
Berger, M., & Fowlkes, M.A. (1980). Family intervention project: A family network model for serving young handicapped children. Young Children35, 22–32.
4.
Bricker, D.D. (Ed.). (1982). Intervention with at-risk and handicapped infants: From research to application. Austin, TX: PRO-ED.
5.
Bristol, M.M., & Gallagher, J.J. (1982). A family focus for intervention. In C.T. Ramey & P. Trohanis (Eds.), Finding and educating the high risk and handicapped infant (pp. 137–161. Baltimore: University Park Press.
6.
Bromley, K.C. (Ed.). (1972). Investigation of the effects of parent participation in Head Start: Non-technical report. Denver: Midco Educational Associates.
7.
Bronfenbrenner, U. (1974). Longitudinal evaluations: A report on longitudinal evaluations of preschool programs (Vol. 2): Is early intervention effective? (Pub. No. OHD 74--25). Washington, DC: Department of Health, Education, and Welfare.
8.
Burns, K., Deddish, R., & Burns, W. (1983). Use of oscillating waterbeds and rhythmic sounds for premature infant stimulation. Developmental Psychology19, 746–751.
9.
Carden-Smith, L.K., & Fowler, S.A. (1983). An assessment of student and teacher behavior in treatment and mainstreamed classes for preschool and kindergarten. Analysis and Intervention in Developmental Disabilities3, 35–37.
10.
Cartwright, C.A. (1981). Effective programs for parents of young handicapped children. Topics in Early Childhood Special Education, 1, (3), 1–9.
11.
Chandler, L.K. (1987). Planning the transition between infant development programs and special education units' programs. Resource guide developed for the North Dakota Department of Public Education, Bismark, ND.
12.
Chandler, L.K., Fowler, S.A., & Lubeck, R.C. (1986). Assessing family needs: The first step in providing family-focused intervention. Diagnostique11, 233–245.
13.
Chase, B.A., & Lundington-Hoe, S. (1984). Sensory stimulation in the NICU. American Journal of Nursing84, 68–71.
14.
Cole, J.G. (1985, April). Infant stimulation re-examined: An environmental-and-behavioral-based approach. Neonatal Network, pp. 24–30.
15.
Cole, J.G., & Frappier, P.A. (1985, November/December). Infant stimulation reassessed: A new approach to providing care for the pre-term infant. JOGNN Nursing, pp. 471–477.
16.
Comptroller General of the United States. (1979). Early childhood and family development programs improve the quality of life for low-income families. Report to the Congress of the United States (PUB NO. HRD 79--40). Washington, DC: United States General Accounting Office.
17.
Cook, R.E., & Armbruster, V.B. (1983). Adapting early childhood curricula: Suggestions for meeting special needs. St. Louis: C.V. Mosby.
18.
Cornell, E., & Gottfried, A. (1976). Intervention with premature human infants. Child Development47, 32–39.
19.
Coyner, A., & Furuno, S. (1980). Guidelines for early intervention programs. Salt Lake City: University of Utah, College of Nursing.
20.
DeSocio, D.A., & Ensher, G.L. (1986). Intervening in intensive care nurseries. In G.L. Ensher & D.A. Clark (Eds.), Newborns at risk: Medical care and psychoeducational intervention. Rockville, MD: Aspen.
21.
Dowrick, P.W. (1986). Social survival for children: A trainer's resource book. New York: Brunner/Mazel.
22.
Dunst, C.J. (1983). A systems level, family focused approach to assessment and intervention with profoundly handicapped children. Paper presented at the annual meeting of the U.S. Department of Education, Office of Special Education Programs, Handicapped Children's Early Education Programs Conference, Washington, DC.
23.
Elder, J.O., & Magrab, P.R. (1980). Introduction and overview. In J.O. Elder & P.R. Magrab (Eds.), Coordinating services to handicapped children: A handbook for interagency collaboration (pp. 1–9. Baltimore: Paul H. Brookes.
24.
Elmer, E. (1976). Children in jeopardy: A study of abused minors and their families. Pittsburgh: University of Pittsburgh Press.
25.
Field, T. (1981). Early peer relations. In P.S. Strain (Ed.), The utilization of classroom peers as behavior change agents (pp. 1–30. New York: Plenum Press.
26.
Fowler, S.A. (1980). Transition to public school. In K.E. Allen (Ed.), Mainstreaming in early childhood education (pp. 242–254. Albany, NY: Delmar Publications.
27.
Fowler, S.A. (1982). Transition from preschool to kindergarten for children with special needs. In K.E. Allen & E.M. Goetz (Eds.), Early childhood education: Special problems, special solutions (pp. 309–335. Rockville, MD: Aspen.
28.
Fowler, S.A. (1987). Technical assistance for planning school transitions: Family and professional collaboration (HCEEP Outreach Grant). University of Kansas, Lawrence.
29.
Fowler, S.A., Chandler, L.K., Johnson, T.E., & Stella, M.E. (1988). Individualizing family involvement in school transitions. Journal of the Division for Early Childhood12, 208–216.
30.
Gallagher, J.J., Maddox, M., & Edgar, E. (1984). Early childhood interagency transition model. Bellevue, WA: Edmark.
31.
Gallimore, R., Weisner, T.S., Kaufman, S.Z., & Bernheimer, L.P. (1989). The social construction of ecocultural niches: Family accommodation of developmentally delayed children. Unpublished manuscript.
32.
Goldberg, S. (1979). Premature birth: Consequences for the parent-infant relationship. American Scientist67, 214–220.
33.
Gottfried, A.W., Wallace-Lande, P., Sherman-Brown, S., King, J., Coen, C., & Hodgman, J.E. (1981). Physical and social environment of newborn infants in special care units. Science214, 673–675.
34.
Greenwood, C.R., Walker, H.M., & Hops, H. (1977). Issues in social interaction/withdrawal assessment. Exceptional Children8, 490–499.
35.
Guralnick, M.J. (1986). The peer relations of young handicapped and nonhandicapped children. In P.S. Strain, M.J. Guralnick, & H.H. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 93–140. Orlando, FL: Academic Press.
36.
Hains, A. H., Fowler, S.A., & Chandler, L.K. (1988). Planning school transitions: Family and professional collaboration. Journal for the Division of Early Childhood12, 108–115.
37.
Hains, A.H., Fowler, S.A., Schwartz, I.S., Kottwitz, E., & Rosenkoetter, S. (1989). A comparison of preschool and kindergarten teacher expectations for school readiness. Early Childhood Research Quarterly4, 75–88.
38.
Hazel, R., Barber, P., Roberts, S., Behr, S., Helmstetter, E., & Guess, D. (1988). A community approach to an integrated service system: Project NEXUS. Baltimore: Brookes.
39.
Healy, A., Keesee, P.D., & Smith, B.S. (1989). Early services for children with special needs: Transactions for family support. Baltimore: Brookes.
40.
Holmes, D.L., Reich, J.N., & Pasterank, J.F. (1984). The development of infants born at risk. Hillsdale, NJ: Erlbaum.
41.
Johnson, T.E., Chandler, L.K., Kerns, G.M., & Fowler, S.A. (1986). What are parents saying about family involvement in school transitions? A retrospective transition interview. Journal of the Division for Early Childhood11, 10–17.
42.
Kopp, C.B. (1982). The role of theoretical frameworks in the study of at-risk and handicapped young children. In D.D. Bricker (Ed.), Intervention with at-risk and handicapped infants (pp. 13–30. Austin, TX: PRO-ED.
43.
Korner, A.F. (1987). Preventive intervention with high-risk newborns: Theoretical, conceptual, and methodological perspectives. In J.D. Osofsky (Ed.), Handbook of infant development (2nd ed., pp. 1006–1036. New York: Wiley.
44.
Korner, A.F., Schneider, P., & Forrest, T. (1983). Effects of vestibular-proprioceptive stimulation on the neurobehavioral development of preterm infants: A pilot study. Neuropediatrics14, 170–175.
45.
Kraemer, H.C., & Pierpoint, M.E. (1976). Rocking waterbeds and auditory stimuli to enhance growth of preterm infants. Journal of Pediatrics88, 297–299.
46.
Lawson, K., Daum, C., & Turkewitz, G. (1977). Environmental characteristics of a neonatal intensive-care unit. Child Development48, 1633–1639.
47.
Lazar, I. (1977). The persistence of preschool effects: A long-term follow-up of fourteen infant and preschool experiments (Summary of Final Report for Grant No. 18-76-07843). Washington, DC: Research Division, Administration for Children, Youth, and Families.
48.
Linn, P.L., Horowitz, F.D., Buddin, B.J., Leake, H., & Fox, H.A. (1985). An ecological description of a neonatal intensive care unit. In A.W. Gottfried & J.L. Gaiter (Eds.), Infant stress under intensive care: Environmental neonatology (pp. 83–112. Baltimore: University Park Press.
49.
Long, J., Philip, A., & Lucey, J. (1980). Excessive handling as a cause of hypoxemia. Pediatrics65, 203–207.
50.
Lynch, E.W., & Stein, R. (1982). Perspectives on parent participation in special education. Exceptional Education Quarterly, 3(2), 56–63.
51.
McKinney, J.P., & Hocutt, A.M. (1982). Public school involvement of parents of learning-disabled children and average achievers. Exceptional Education Quarterly, 3, (2), 64–73.
52.
Meisels, S.J., Jones, S.N., & Gilbert, S.S. (1983). Neonatal intervention: Problem, purpose, and prospects. Topics in Early Childhood Special Education, 6, (1), 12–24.
53.
Nihira, K., & Bernheimer, L.P. (1989, April). Ecocultural assessment in families of children with developmental delays: Theoretical, methodological, and policy considerations. In T.A. Weisner & L.P. Bernheimer (Chairs), Symposium: Ecocultural influences on development and developmental delay. Symposium conducted at the Society for Research in Child Development biennial meeting, Kansas City, MO.
Rosenkoetter, S.E., & Fowler, S.A. (1986). Teaching mainstreamed children to manage daily transitions. Teaching Exceptional Children19, 20–23.
56.
Rubin, K.H. (1985). Socially withdrawn children: An "at risk" population? In B.H. Schneider, K.H. Rubin, & J.E. Ledingham (Eds.), Children's peer relations: Issues in assessment and intervention (pp. 125–139. New York: Springer-Verlag.
57.
Sainato, D., & Lyon, S.R. (1983, December). A descriptive analysis of the requirements for independent performance in handicapped and nonhandicapped preschool classrooms. In P.S. Strain (Chair), Assisting behaviorally handicapped in mainstream settings: A report of the research from the Early Childhood Research Institute at the University of Pittsburgh. Presentation at the HCEEP/DEC Conference, Washington, DC.
58.
Sameroff, A.J., & Chandler, M.J. (1975). Reproductive risk and the continuum of caretaking casualty. In F.D. Horowitz, E.M. Hetherington, & G. Siegel (Eds.) Review of Child Development Research (Vol. 4) (pp. 187–244. Chicago: University of Chicago Press.
Shearer, M.S., & Shearer, D.E. (1977). Parent involvement. In J.B. Jordan, A.H. Hayden, M.B. Karnes, & M.M. Wood (Eds.), Early childhood education for exceptional children: A handbook of ideas and exemplary practices. Reston, VA: Council for Exceptional Children.
61.
Sheehan, R. (1982). Issues in documenting early interventions with infants and parents. Topics in Early Childhood Special Education, 1, (3), 67–75.
62.
Sigman, M., Cohen, S.E., & Forsythe, A.B. (1981). The relation of early infant measures to later development. In S.L. Friedman & M. Sigman (Eds.), Preterm birth and psychological development (pp. 313–327. New York: Academic Press.
63.
Spillman, C.V., & Lutz, J.P. (1985). Focus on research: Criteria for successful experiences in kindergarten. Contemporary Education56, 109–113.
64.
Strain, P.S. (1981). Peer-mediated treatment of exceptional children's social withdrawal. Topics in Early Childhood Education, 1, (1), 94–105.
65.
Strain, P.S., Cooke, T.P., & Apolloni, T. (1976). Teaching exceptional children: Assessing and modifying social behavior. New York: Academic Press.
66.
Szanton, E. (1986). Infants can't wait: The numbers. Washington, DC: National Center for Clinical Infant Programs.
67.
Szanton, E., Schrag, E., Pizzo, P., & Berman, C. (1986). Infants can't wait. Washington, DC: National Center for Clinical Infant Programs.
68.
Turnbull, A.P., Summers, J.A., & Brotherson, M.J. (1984). Working with families with disabled members: A family systems perspective. Unpublished manuscript, University of Kansas, Research and Training Center on Independent Living, Bureau of Child Research, Lawrence.
69.
Turnbull, A.P., & Winton, P.J. (1983). A comparison of specialized and mainstreamed preschools from the perspectives of the parents of handicapped children. Journal of Pediatric Psychology8, 57–71.
70.
Vincent, L.J., Laten, S., Salisbury, C., Brown, P., & Baumgart, D. (1980). Family involvement in the educational processes of severely handicapped students: State-of-the-art and direction for the future. In B. Wilcox & R. York (Eds.), Quality educational services for the severely handicapped: The federal investment. Washington, DC: U.S. Department of Education, Office of Special Education.
71.
Vincent, L.J., Salisbury, C., Walter, G., Brown, P., Gruenwald, L.J., & Powers, M. (1980). Program evaluation and curriculum development in early childhood/special education: Criteria of the next environment. In W. Sailor, B. Wilcox, & L. Brown (Eds.), Methods of instruction for severely handicapped students (pp. 303–338. Baltimore: Brookes.
72.
Walter, G., & Vincent, L. (1982). The handicapped child in the regular classroom. Journal of the Division for Early Childhood6, 84–95.
73.
White, K., & Casto, G. (1985). An integrative review of early intervention efficacy studies with at-risk children: Implications for the handicapped. Analysis and Intervention in Developmental Disabilities5, 7–13.
74.
Winton, P.J., Turnbull, A.P., & Blacker, J.B. (1984). Selecting a preschool: A guide for parents with handicapped children. Baltimore: University Park Press.
75.
Ziegler, P. (1985). Saying good-bye to preschool. Young Children41, 11–15.
76.
Zigler, E., & Valentine, J. (Eds.). (1979). Project Head Start: A legacy of the war on poverty. New York: Free Press.
