Journal of Intellectual Disability Research doi: 10.1111/j.1365-2788.2006.00783.x     pp  –    ©  Blackwell Publishing Ltd 349 Blackwell Science, LtdOxford, UKJIRJournal of Intellectual Disability Research0964-2633Blackwell Publishing Ltd, 2005 5349361Original ArticleThe transition to schoolL. L. McIntyre et al. Correspondence: Dr Laura Lee McIntyre, Department of Psychology,  Huntington Hall, Syracuse University, Syracuse, NY , USA (e-mail: llmcinty@syr.edu). The transition to school: adaptation in young children with and without intellectual disability L. L. McIntyre, 1 J. Blacher 2 and B. L. Baker 3 1 Department of Psychology, Syracuse University, Syracuse, NY, USA 2 University of California, Riverside, CA, USA 3 University of California, Los Angeles, CA, USA Abstract Background Previous research has highlighted the importance of the transition to school for young chil- dren and their families. A child’s successful adapta- tion to school is likely influenced by a number of factors, including academic, social, emotional, behavioural and cognitive competencies. Children with intellectual disability (ID) may be at heightened risk for early school difficulties, in part due to their deficits in cognitive and adaptive behaviours. Methods Factors associated with the adaptive tran- sition to school in young children with ( n =  ) and without ( n =  ) ID were examined. Adaptive transi- tions were defined as having few teacher-reported problem behaviours and positive student–teacher relationships. Child self-regulatory skills and both parent- and teacher-reported social skills were evalu- ated to determine if they predicted positive adapta- tion in school for  - to  -year-old children. Data were gathered from child assessments, parent reports on standardized measures, direct observations of delay of gratification tasks and teacher reports on standard- ized measures. Results Children with ID had significantly more teacher-reported problem behaviour, poorer overall student–teacher relationships, fewer parent- and teacher-reported social skills and fewer self- regulation skills than typically developing children. Self-regulation at child age  months (latency to touch a desired toy) was significantly related to adap- tation to school, as were parent and teacher reports of social skills. Social skills significantly predicted adaptation to school, even after accounting for the effects of child IQ and adaptive behaviour. Conclusions Children with ID had less positive early school experiences, as indicated by multiple indices of adaptation to school. Fostering early social skills may be an important target for increasing the positive adaptation to school for young children, especially those with ID. Keywords developmental disabilities, kindergarten, self regulation, social skills, transition Introduction One of the first rights of passage children experience in their formative years is the transition to school. With this shift brings increased responsibility, expec- tations and opportunities for success and failure for children and their families. Successful adaptation to school is likely influenced by a number of factors,