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

World Journal of Psychiatry 2017年第3期7卷 184-196页

作者： Annabel Marsh Vanessa Spagnol rachel grove Valsamma Eapen School of Psychiatry University of New South Wales Academic Unit of Child Psychiatry South West Sydney Local Health DistrictLiverpool Hospital Cooperative Research Centre for Living with Autism (Autism CRC)

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 Psych INFO searches were conducted to identify literature published after 1991 and relevant to school transition processes in children with *** studies were deemed eligible for *** 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 *** 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 *** was a paucity of research looking at interventions targeting school ***,school-based behavioural interventions appear to improve cognitive,language and daily living skills,but have less impact on socialisation and peer *** Children with ASD face more challenges transitioning to school,particularly with social *** development and implementation of specific schoolbased interventions is needed in order to assist children with autism to maximise their success in starting school.

关键词： Autism spectrum disorder School transition School readiness School preparation School based intervention

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

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World Journal of Clinical Pediatrics 2017年第4期6卷 169-175页

作者： Valsamma Eapen rachel grove Elizabeth Aylward Annette V Joosten Scott I Miller Gerdamari Van Der Watt Kathryn Fordyce Cheryl Dissanayake Jacqueline Maya Madonna Tucker Antonia DeBlasio Academic Unit of Child Psychiatry South West Sydney (AUCS)ICAMHSMental Health CentreL1Liverpool Hospital School of Psychiatry Uni-versity of New South Wales Cooperative Research Centre for Living with Autism (Autism CRC) KU Marcia Burgess Autism Specific Early Learning and Care Centre School of Occupational Therapy and Social Work Curtin University Western Australia Autism Specific Early Learning and Care Centre Autism Association of Western Australia St Giles Society North West Tasmania Autism Specific Early Learning and Care Centre La Trobe University AEIOU Foundation Anglicare SA Daphne St Autism Specific Early Learning and Care Centre

AIM To evaluate the characteristics that are associated with successful transition to school outcomes in preschool aged children with *** 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.

关键词： Autism spectrum disorder School transition Primary school Outcomes

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