ArticleChild: care, health and development2026
Experiences of Transition From Early-Intervention to Education-Based Therapy Services for Parents of Children With Physical Childhood-Onset Disabilities: A Scoping Review.
Article in Child: care, health and development, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Experiences of Transition From Early-Intervention to Education-Based Therapy Services for Parents of Children With Physical Childhood-Onset Disabilities: A Scoping Review.Child: care, health and development · 2026Article
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Authors and funding
3 authors.
Funding
Abstract
backgroundThe transition from early intervention services to education-based services can be an intense period for parents of children receiving developmental therapy, with changes in service location, family involvement, provider roles and funding sources. This scoping review maps current research on parental experiences of this transition with an aim to identify concepts of parents' perceptions of the change and the influencing factors.
methodsThe Joanna Briggs Scoping Review process was followed. A systematic search was undertaken spanning publications from 2012 to 2024, across four databases: SCOPUS, Web of Science, CINHAL and ERIC. Primary research investigating parents' experiences with therapy service delivery during transition to educational services was included. Two authors independently assessed each study's quality using the Mixed Methods Assessment Tool. Only data on parental experiences were extracted and synthesised.
resultsEight studies, qualitative (n = 4), quantitative (n = 2) and mixed methods (n = 2), met the inclusion criteria. The majority (n = 5) were appraised as high quality. Two primary concepts were identified from the qualitative data: (i) changes in service delivery (including reduced quantity and a change to education focused goals) and (ii) shifts in parental roles from central to peripheral. Parents experienced mixed emotions ranging from uncertainty to relief of a successful transition. Key factors influencing experiences included communication, collaboration, relationships and institutional flexibility. Quantitative data measuring family-centred care aspects revealed lower satisfaction with services post-transition.
conclusionEnhanced communication and collaboration appear essential for smoother transitions, given the numerous changes and high emotions that parents experience at the transition to education-based services. Further research is needed to explore whether the findings of parental experiences within this scoping review are applicable within different international and cultural contexts.
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