Abstract Research suggests that a large percentage of
kindergarten children do not successfully transition to
school (Rimm-Kaufman et al. 2000). As a result, a number
of school transition initiatives have been developed by
educators and policy makers to address the difficulties
young children may experience upon kindergarten entry.
Despite this attention, our review found no studies examining
the involvement of school psychologists in kindergarten
transition practices. The present study reports the
outcomes of a national survey of the membership directory
of the National Association of School Psychologists
examining school-based involvement in kindergarten
transition activities; school psychologists’ perceived
involvement with and training in kindergarten transition
activities; and school psychologists’ perceived barriers to
engage in kindergarten transition activities. Results showed
that most schools engaged in at least one kindergarten
transition activity per year, with half of the responding
sample reporting involvement. School psychologists were

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• The Transition to Kindergarten for Typically Developing Children: A Survey of School Psychologists’ Involvement
  (2014) 42:203–210

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