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Developmental Behavioral Clinicians' Perspectives on Education Transitions for Young Children With Developmental

Sally S Cohen¹, Jennie Olson², Timothy C Guetterman³

¹NYU Rory Meyers College of Nursing, New York, NY.

Journal of Developmental and Behavioral Pediatrics : JDBP

|June 2, 2025

Summary

Developmental behavioral clinicians face barriers in supporting educational transitions for young children with disabilities. Improving coordination between health, education, and family systems is key to equitable outcomes.

Keywords:

developmental behavioral pediatric clinicians early childhood education transitions family navigators qualitative descriptive research

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Published on: December 14, 2012

Area of Science:

Pediatrics
Developmental Psychology
Education Policy

Background:

Educational transitions for children with developmental disabilities are complex.
Developmental behavioral clinicians (DBP) play a role in supporting these transitions.
Existing systems may present challenges for effective transition support.

Purpose of the Study:

To explore the perspectives of developmental behavioral clinicians (DBP) regarding educational transitions for children aged 8 and younger with developmental disabilities.

Main Methods:

Qualitative descriptive study design.
25 participants, primarily members of the Society for Developmental and Behavioral Pediatrics (SDBP).
Thematic analysis of transcribed interviews conducted in 2022 using MAXQDA software.

Main Results:

Identified barriers and facilitators at child, family, and community levels.
Four major themes emerged: family roles, system communication, navigation support, and overcoming system-level issues.
Effective communication and family navigation are crucial for successful transitions.

Conclusions:

Organizational and systemic barriers hinder DBP involvement in educational transitions.
Transitions can worsen inequities for minoritized populations with developmental disabilities.
A new framework emphasizing inter-team collaboration (child/family, health, education) is proposed to improve coordination and outcomes.