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

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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