The transition to kindergarten is regarded as a
critical early childhood developmental milestone with
important implications for later school outcomes. Little
prior research has focused on predictors of socio-behav￾ioral kindergarten outcomes using longitudinal research
designs. Further, few studies have examined kindergarten
transition using samples of children both with and without
disabilities. The goal of the current study was to explore
predictors of socio-behavioral kindergarten outcomes in
children with and without developmental disabilities over
time. Data collection involved parent, preschool teacher,
and kindergarten teacher reports of child behavior and
involvement in kindergarten transition practices across
three time points during transition. Results of hierarchical
linear regression analyses demonstrated that preschool
child behavioral variables (i.e., adaptive and problem
behavior) were stronger predictors of kindergarten out￾comes relative to caregiver concerns and involvement in
transition preparation. Best practices in kindergarten tran￾sition programming for children with and without disabil￾ities are discussed.

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Tersedia

• The Transition to Kindergarten: Predicting Socio-Behavioral Outcomes for Children With and Without Disabilities

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