Transition to school for children with autism spectrum disorder: A systematic review

Abstract

AIMTo identify factors that promote a positive start to school for children with autism spectrum disorder (ASD).METHODSWeb of Science, MEDLINE, Scopus, and PsychINFO searches were conducted to identify literature published after 1991 and relevant to school transition processes in children with ASD. Twenty studies were deemed eligible for inclusion. These studies evaluated a range of factors including school readiness, parent and teacher perspectives on transition practices, characteristics of children with ASD that are associated with successful transition to school and the impact of school based intervention programs.RESULTSA review of these studies showed that children with ASD are less school ready emotionally than their peers and those children with ASD appear to have more externalising behaviours and self-regulation difficulties that affect their school engagement and their relationships with their teachers. There was a paucity of research looking at interventions targeting school readiness. However, school-based behavioural interventions appear to improve cognitive, language and daily living skills, but have less impact on socialisation and peer inclusion.CONCLUSIONChildren with ASD face more challenges transitioning to school, particularly with social interaction. Further development and implementation of specific school-based interventions is needed in order to assist children with autism to maximise their success in starting school.

Empirically Supported Treatments for Students with Autism: General Education Teacher Knowledge, Use, and Social Validity Ratings

“…Reduced school readiness might be identified in children with ASD as they transition to school, with acquisition of these skills impacted by their unique characteristics. 19,20,21 Early definitions of school readiness skills identify these as the critical or functional skills which help to prepare children for a range of environments, such as school; or describe them as the pre-requisite skills which precede acquisition of academic skills. 22,23,24 School readiness skills can be considered preparatory and ideal to have prior to entry into school however, as mentioned, this may not be the case where students are identified as having a disability such as ASD.…”

Gender Differences in Emotion Dysregulation in an Autism Inpatient Psychiatric Sample

“…The goal of the present study was to examine gender differences in ER in a psychiatric inpatient sample of individuals with ASD, as this subset of the ASD population presents with more severe impairments in ER that require more individualized care [Gabriels et al, 2012] and are related to high costs of hospitalization and family stress [Marsh, Spagnol, Grove, & Eapen, 2017]. Better understanding of ER among individuals with ASD who require the most intensive services for ER-related problems has the potential to inform treatments.…”

School Readiness

“…The prevalence of autism spectrum disorders has increased drastically, and there is evidence that intensive early intervention makes a positive impact in school readiness. [43][44][45][46][47][48][49][50][51][52][53][54][55][56][57] Addressing the needs of children with developmental disabilities in a timely fashion with appropriate educational services and family resources improves potential outcomes. 58…”