Examining Transitions From Early Intervention to Preschool Services: A Retrospective Review of Therapeutic Service Access in a Clinical Sample of Children With Developmental Disabilities

Timely access to therapeutic services is critical for promoting school readiness and developmental outcomes for young children with developmental disabilities. Guided by Andersen Behavioral Model of Health Services, this retrospective chart review examined factors associated with preschool enrollment and receipt of clinic- and school-based therapies among preschool-aged children (n = 194) evaluated in an academic developmental and behavioral clinic. Predisposing, enabling, and need-related factors included early intervention (EI) history, insurance type, developmental diagnoses, and geographic context. Most children were male, publicly insured, and identified as Black or Hispanic/Latino/a. Although more than half had a history of EI, the majority were not receiving clinic-based therapies, and 60% lacked school-based services at the time of evaluation. Children with EI history were significantly more likely to be enrolled in preschool and to have an established Individualized Education Plan ( p < .001). Children diagnosed with intellectual disability or global developmental delay were less likely to be receiving school-based therapies compared with their peers. Findings highlight critical gaps in service access during the transition from EI to preschool and underscore the need for strengthened referral pathways and coordinated cross-sector transitions to support young children with developmental disabilities.