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From early intervention to elementary school: A survey of transition support practices for children with autism
Laura Fontil1, Ingrid E Sladeczek1, Jalisa Gittens1
1Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec H3A 1Y2, Canada.
Background:
Early school transitions can be difficult for children, however, children with autism spectrum disorders (ASDs) often experience greater difficulty making the transition into school. Transition support practices, such as transition meetings, can facilitate successful school beginnings.
Aims:
The aim of the present study was to determine what type and amount of transition support practices early intervention (EI) service providers were implementing to support the transition to school of children with ASDs. Barriers and facilitators to transition planning were also evaluated.
Methods And Procedures:
Surveys were completed by program directors of 164 EI service providers across Canada. Program directors reported on transition support practices in use, as well as program level characteristics.
Outcomes And Results:
Overall, Canadian EI providers reported using a high frequency of high-quality, individualized transition supports for children with ASD. Major barriers included a lack of government support and elementary school engagement. Specialized transition training and offering ASD-specific services were related to an increase in transition supports.
Conclusions And Implications:
The present study highlights areas for improvement in transition support practice and policy. Namely, increased government support could lead to increased levels of elementary school engagement, which has important implications for children's long- and short-term educational outcomes.
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