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Despite federal mandates to transition students with disabilities to successful adulthood, outcomes have been poor. Although areas of occupational therapy expertise, such as life and work skills, are effective in improving transition outcomes, occupational therapy personnel rarely provide transition services. The purpose of this study was to examine the effectiveness of occupational therapy transition readiness services for students with disabilities, 14 to 16 years of age, over two academic years of intervention. Forty-two students and 14 occupational therapy personnel from 10 school districts participated. Assessments were provided to transition teams. Peer groups explored work and life skills and completed long-term student-led projects. Pre–post scores of functional behavior were analyzed using a proportional change index. Students receiving occupational therapy transition readiness services demonstrated statistically significant gains. Occupational therapy holds potential to increase the functional readiness of students with disabilities for transition to a successful and productive adult life.

Data from a statewide billing and information system for early intervention are used to examine the influence of multiple factors on the level and intensity of services provided in a state early intervention system. Results indicate that child and family factors including entry age, gestational age, Medicaid eligibility, access to third party insurance, and children's developmental skill areas influence the level and the intensity of early intervention services provided. In addition, findings show that county demographic factors also influence service provision, specifically the interaction between rural and poverty status. Implications for social policy are discussed.

Results are reported from a national validation survey of early childhood and early childhood special education professionals and family members related to guidelines for implementing accountability systems at the preschool level. Of the 47 statements included on the survey, 43 were validated by 75% or more of the 299 respondents. Specific implications for state and local programs involved in developing or refining accountability processes are presented in the areas of standards, assessment, and general accountability system design.