Transition from early intervention program to primary school in children with autism spectrum disorder.

Eapen, V; Grove, R; Aylward, E; Joosten, AV; Miller, SI; Van Der Watt, G; Fordyce, K; Dissanayake, C; Maya, J; Tucker, M; DeBlasio, A

Transition from early intervention program to primary school in children with autism spectrum disorder.

Eapen, V Grove, R

Aylward, E Joosten, AV Miller, SI Van Der Watt, G Fordyce, K Dissanayake, C Maya, J Tucker, M DeBlasio, A

Permalink

Publisher:: Baishideng Publishing Group Inc.
Publication Type:: Journal Article
Citation:: World journal of clinical pediatrics, 2017, 6, (4), pp. 169-175
Issue Date:: 2017-11-08

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (929.26 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Eapen, V
dc.contributor.author	Grove, R https://orcid.org/0000-0001-6669-9385
dc.contributor.author	Aylward, E
dc.contributor.author	Joosten, AV
dc.contributor.author	Miller, SI
dc.contributor.author	Van Der Watt, G
dc.contributor.author	Fordyce, K
dc.contributor.author	Dissanayake, C
dc.contributor.author	Maya, J
dc.contributor.author	Tucker, M
dc.contributor.author	DeBlasio, A
dc.date.accessioned	2021-05-06T04:09:07Z
dc.date.available	2017-09-03
dc.date.available	2021-05-06T04:09:07Z
dc.date.issued	2017-11-08
dc.identifier.citation	World journal of clinical pediatrics, 2017, 6, (4), pp. 169-175
dc.identifier.issn	2219-2808
dc.identifier.issn	2219-2808
dc.identifier.uri	http://hdl.handle.net/10453/148745
dc.description.abstract	AIM:To evaluate the characteristics that are associated with successful transition to school outcomes in preschool aged children with autism. METHODS:Twenty-one participants transitioning from an early intervention program were assessed at two time points; at the end of their preschool placement and approximately 5 mo later following their transition to school. Child characteristics were assessed using the Mullen Scales of Early Learning, Vineland Adaptive Behaviour Scales, Social Communication Questionnaire and the Repetitive Behaviour Scale. Transition outcomes were assessed using Teacher Rating Scale of School Adjustment and the Social Skills Improvement System Rating Scales to provide an understanding of each child's school adjustment. The relationship between child characteristics and school outcomes was evaluated. RESULTS:Cognitive ability and adaptive behaviour were shown to be associated with successful transition to school outcomes including participation in the classroom and being comfortable with the classroom teacher. These factors were also associated with social skills in the classroom including assertiveness and engagement. CONCLUSION:Supporting children on the spectrum in the domains of adaptive behaviour and cognitive ability, including language skills, is important for a successful transition to school. Providing the appropriate support within structured transition programs will assist children on the spectrum with this important transition, allowing them to maximise their learning and behavioural potential.
dc.format	Electronic-eCollection
dc.language	eng
dc.publisher	Baishideng Publishing Group Inc.
dc.relation.ispartof	World journal of clinical pediatrics
dc.relation.isbasedon	10.5409/wjcp.v6.i4.169
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Transition from early intervention program to primary school in children with autism spectrum disorder.
dc.type	Journal Article
utslib.citation.volume	6
utslib.location.activity	United States
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
utslib.copyright.status	open_access	*
dc.date.updated	2021-05-06T04:09:04Z
pubs.issue	4
pubs.publication-status	Published
pubs.volume	6
utslib.citation.issue	4

Abstract:

AIM:To evaluate the characteristics that are associated with successful transition to school outcomes in preschool aged children with autism. METHODS:Twenty-one participants transitioning from an early intervention program were assessed at two time points; at the end of their preschool placement and approximately 5 mo later following their transition to school. Child characteristics were assessed using the Mullen Scales of Early Learning, Vineland Adaptive Behaviour Scales, Social Communication Questionnaire and the Repetitive Behaviour Scale. Transition outcomes were assessed using Teacher Rating Scale of School Adjustment and the Social Skills Improvement System Rating Scales to provide an understanding of each child's school adjustment. The relationship between child characteristics and school outcomes was evaluated. RESULTS:Cognitive ability and adaptive behaviour were shown to be associated with successful transition to school outcomes including participation in the classroom and being comfortable with the classroom teacher. These factors were also associated with social skills in the classroom including assertiveness and engagement. CONCLUSION:Supporting children on the spectrum in the domains of adaptive behaviour and cognitive ability, including language skills, is important for a successful transition to school. Providing the appropriate support within structured transition programs will assist children on the spectrum with this important transition, allowing them to maximise their learning and behavioural potential.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/148745