Supporting Successful Transition to Kindergarten: General Challenges and Specific Implications for Students with Problem Behavior

Abstract

Abstract The purpose of this review is to present factors that impede and promote successful transition to kindergarten, with a focus on the specific needs of students with problem behavior. The review addresses competencies that teachers report are critical for success in kindergarten, traditional transition practices, and challenges in implementing transition practices. Suggestions are provided to begin to attend to some of the issues affecting successful transition for children with challenging behavior and include an overarching framework to better support transition practices and specific suggestions for appropriate supports. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 765–778, 2005.

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