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

Marsh, A; Spagnol, V; Grove, R; Eapen, V

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

Marsh, A Spagnol, V Grove, R

Eapen, V

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Publisher:: Baishideng Publishing Group Inc.
Publication Type:: Journal Article
Citation:: World J Psychiatry, 2017, 7, (3), pp. 184-196
Issue Date:: 2017-09-22

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Field	Value	Language
dc.contributor.author	Marsh, A
dc.contributor.author	Spagnol, V
dc.contributor.author	Grove, R https://orcid.org/0000-0001-6669-9385
dc.contributor.author	Eapen, V
dc.date.accessioned	2022-01-19T02:51:04Z
dc.date.available	2017-06-30
dc.date.available	2022-01-19T02:51:04Z
dc.date.issued	2017-09-22
dc.identifier.citation	World J Psychiatry, 2017, 7, (3), pp. 184-196
dc.identifier.issn	2220-3206
dc.identifier.issn	2220-3206
dc.identifier.uri	http://hdl.handle.net/10453/153349
dc.description.abstract	AIM: To identify factors that promote a positive start to school for children with autism spectrum disorder (ASD). METHODS: Web 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. RESULTS: A 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. CONCLUSION: Children 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.
dc.format	Electronic-eCollection
dc.language	eng
dc.publisher	Baishideng Publishing Group Inc.
dc.relation.ispartof	World J Psychiatry
dc.relation.isbasedon	10.5498/wjp.v7.i3.184
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Transition to school for children with autism spectrum disorder: A systematic review.
dc.type	Journal Article
utslib.citation.volume	7
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	2022-01-19T02:51:00Z
pubs.issue	3
pubs.publication-status	Published online
pubs.volume	7
utslib.citation.issue	3

Abstract:

AIM: To identify factors that promote a positive start to school for children with autism spectrum disorder (ASD). METHODS: Web 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. RESULTS: A 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. CONCLUSION: Children 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.

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http://hdl.handle.net/10453/153349