ABSTRACT Background The 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. Methods The 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. Results Eight 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. Conclusion Enhanced 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.
Kidd et al. (Thu,) studied this question.