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Chen N, Miller S, Milbourn B, Black MH, Fordyce K, Van Der Watt G, Alach T, Masi A, Frost G, Tucker M, Eapen V, Girdler S. "The big wide world of school": Supporting children on the autism spectrum to successfully transition to primary school: Perspectives from parents and early intervention professionals. Scand J Child Adolesc Psychiatr Psychol 2020; 8:91-100. [PMID: 33520781 PMCID: PMC7685497 DOI: 10.21307/sjcapp-2020-009] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
Background: The transition to primary school is often a complex and uncertain time for autistic children and their families. Understanding how best to develop school readiness and support transition to primary school for autistic children is essential. School readiness and transition planning are influenced by a range of personal and contextual factors, and it is important to understand the perspectives of the various stakeholders involved in the transition process. Methods: A qualitative exploration employing focus groups and interviews was undertaken with early intervention (EI) staff (n = 45) and parents (n = 18) across Australia to understand their perspectives on school readiness and the transition to primary school. Results: Thematic analysis identified four emerging themes facilitating transition including: 1) building the child; 2) building the parents; 3) building the receiving school; and, 4) connecting the system. Conclusion: Findings highlight the need to consider school readiness and transition planning from a holistic perspective, ensuring clear, collaborative and ongoing communication between parents, teachers and EI staff, using a strength-based approach, and individualizing transition planning.
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Affiliation(s)
- Nigel Chen
- School of Occupational Therapy Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Curtin Autism Research Group, Curtin University, Perth, Western Australia, Australia
| | - Scott Miller
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Autism Association of Western Australia, Perth, Western Australia, Australia.,Autism Specific Early Learning and Care Centre, Perth, Western Australia, Australia
| | - Ben Milbourn
- School of Occupational Therapy Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Curtin Autism Research Group, Curtin University, Perth, Western Australia, Australia
| | - Melissa H Black
- School of Occupational Therapy Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Curtin Autism Research Group, Curtin University, Perth, Western Australia, Australia
| | - Kathryn Fordyce
- St Giles Society North West Tasmania Autism Specific Early Learning and Care Centre, Burnie, Tasmania, Australia
| | - Gerdamari Van Der Watt
- Autism Association of Western Australia, Perth, Western Australia, Australia.,Autism Specific Early Learning and Care Centre, Perth, Western Australia, Australia
| | - Tasha Alach
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Autism Association of Western Australia, Perth, Western Australia, Australia.,Autism Specific Early Learning and Care Centre, Perth, Western Australia, Australia
| | - Anne Masi
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,School of Psychiatry, University of New South Wales, Sydney, New South Wales, Australia
| | - Grace Frost
- Anglicare SA Daphne St Autism Specific Early Learning and Care Centre, Prospect South Australia, Australia
| | - Madonna Tucker
- AEIOU Foundation, Queensland Autism Specific Early Learning and Care Centre, Nathan, Queensland, Australia
| | - Valsamma Eapen
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,School of Psychiatry, University of New South Wales, Sydney, New South Wales, Australia.,Academic Unit of Child Psychiatry, South West Sydney (AUCS), ICAMHS, Mental Health Centre, Liverpool, New South Wales, Australia
| | - Sonya Girdler
- School of Occupational Therapy Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, Australia.,Curtin Autism Research Group, Curtin University, Perth, Western Australia, Australia
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Sulek R, Trembath D, Paynter J, Keen D. Empirically Supported Treatments for Students with Autism: General Education Teacher Knowledge, Use, and Social Validity Ratings. Dev Neurorehabil 2019; 22:380-389. [PMID: 30307352 DOI: 10.1080/17518423.2018.1526224] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Objective: To examine teachers' knowledge and use of empirically supported treatments (ESTs) for children with autism spectrum disorder (ASD), and the extent to which they deem them socially valid in general education settings. Method: Totally, 155 general education teachers completed an online survey examining knowledge, use, and perceived social validity of ESTs targeting school readiness skills. Sources of information accessed and the relationship of knowledge, use, and social validity with demographic variables were investigated. Results: Teachers reported knowledge of, and were using, all ESTs. ESTs were used more frequently than non-ESTs. Knowledge, use, and social validity of ESTs were strongly associated. Teachers reported accessing a range of sources of information, with varying degrees of trust placed in these sources. Conclusion: Teachers' knowledge of available ESTs for children with ASD is linked to their use. Increasing awareness of social validity of ESTs, and how they can be successfully translated into classroom settings will influence uptake.
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Affiliation(s)
- Rhylee Sulek
- a Menzies Health Institute Queensland , Griffith University , Brisbane , Australia
| | - David Trembath
- a Menzies Health Institute Queensland , Griffith University , Brisbane , Australia
| | - Jessica Paynter
- a Menzies Health Institute Queensland , Griffith University , Brisbane , Australia
| | - Deb Keen
- b Autism Centre of Excellence , Griffith University , Brisbane , Australia
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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. World J Clin Pediatr 2017; 6:169-175. [PMID: 29259892 PMCID: PMC5695075 DOI: 10.5409/wjcp.v6.i4.169] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/10/2017] [Revised: 08/14/2017] [Accepted: 09/04/2017] [Indexed: 02/06/2023] Open
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.
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Affiliation(s)
- Valsamma Eapen
- Academic Unit of Child Psychiatry, South West Sydney (AUCS), ICAMHS, Mental Health Centre, L1, Liverpool Hospital, Liverpool 2170, Australia
- School of Psychiatry, University of New South Wales, Sydney 2052, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
| | - Rachel Grove
- School of Psychiatry, University of New South Wales, Sydney 2052, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
| | - Elizabeth Aylward
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- KU Marcia Burgess Autism Specific Early Learning and Care Centre, Liverpool 2170, Australia
| | - Annette V Joosten
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- School of Occupational Therapy and Social Work, Curtin University, Perth 6000, Australia
| | - Scott I Miller
- Western Australia Autism Specific Early Learning and Care Centre, Bedford 6052, Australia
- Autism Association of Western Australia, Perth 6000, Australia
| | - Gerdamari Van Der Watt
- Western Australia Autism Specific Early Learning and Care Centre, Bedford 6052, Australia
- Autism Association of Western Australia, Perth 6000, Australia
| | - Kathryn Fordyce
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- St Giles Society North West Tasmania Autism Specific Early Learning and Care Centre, Burnie 7320, Australia
| | - Cheryl Dissanayake
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- La Trobe University, Melbourne 3000, Australia
| | - Jacqueline Maya
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- La Trobe University, Melbourne 3000, Australia
| | - Madonna Tucker
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- AEIOU Foundation, Nathan 4111, Australia
| | - Antonia DeBlasio
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- AnglicareSA Daphne St Autism Specific Early Learning and Care Centre, Prospect 5082, Australia
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Marsh A, Spagnol V, Grove R, Eapen V. Transition to school for children with autism spectrum disorder: A systematic review. World J Psychiatry 2017; 7:184-196. [PMID: 29043156 PMCID: PMC5632603 DOI: 10.5498/wjp.v7.i3.184] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/17/2017] [Revised: 05/29/2017] [Accepted: 07/03/2017] [Indexed: 02/05/2023] Open
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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Affiliation(s)
- Annabel Marsh
- School of Psychiatry, University of New South Wales, Sydney NSW 2052, Australia
- Academic Unit of Child Psychiatry, South West Sydney Local Health District, Liverpool Hospital, Liverpool NSW 2170, Australia
| | - Vanessa Spagnol
- School of Psychiatry, University of New South Wales, Sydney NSW 2052, Australia
- Academic Unit of Child Psychiatry, South West Sydney Local Health District, Liverpool Hospital, Liverpool NSW 2170, Australia
| | - Rachel Grove
- School of Psychiatry, University of New South Wales, Sydney NSW 2052, Australia
- Academic Unit of Child Psychiatry, South West Sydney Local Health District, Liverpool Hospital, Liverpool NSW 2170, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), St Lucia QLD 4067, Australia
| | - Valsamma Eapen
- School of Psychiatry, University of New South Wales, Sydney NSW 2052, Australia
- Academic Unit of Child Psychiatry, South West Sydney Local Health District, Liverpool Hospital, Liverpool NSW 2170, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), St Lucia QLD 4067, Australia
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Lang R, Rispoli M. Introduction to the special issue: behavioral interventions to enhance academic outcomes. Behav Modif 2016; 39:3-7. [PMID: 25643923 DOI: 10.1177/0145445515568928] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of Behavior Modification's special issue on academics is to feature a collection of studies involving behavioral interventions designed to improve academic outcomes. Studies published in this special issue address a variety of academic subjects (e.g., reading, science, social studies) for students with learning, emotional, behavioral, and developmental disabilities. A total of three rigorous literature reviews and six well-designed intervention studies are presented. The studies included in the special issue clearly illustrate the potential benefit of behavioral interventions designed to improve academic performance and related behaviors (e.g., task engagement, school readiness).
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