ASD Transition to Mainstream Secondary: A Positive Experience?

Autor/inn/en	Neal, Sinead; Frederickson, Norah
Titel	ASD Transition to Mainstream Secondary: A Positive Experience?
Quelle	In: Educational Psychology in Practice, 32 (2016) 4, S.355-373 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2016.1193478
Schlagwörter	Autism; Pervasive Developmental Disorders; Transitional Programs; Secondary School Students; Semi Structured Interviews; Intervention; Student Adjustment; Planning; Student Participation; Behavior Problems; Child Behavior; Questionnaires; Screening Tests; Cognitive Tests; Foreign Countries; Student Attitudes; Emotional Response; Student Experience; Coping; Barriers; United Kingdom; Strengths and Difficulties Questionnaire; Cognitive Abilities Test + Suchen Sie Ihr Suchwort? Autismus; Sekundarschüler; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ablaufplanung; Planungsprozess; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fragebogen; Screening-Verfahren; Kognitiver Fähigkeitstest; Ausland; Schülerverhalten; Emotionales Verhalten; Studienerfahrung; Bewältigung; Großbritannien
Abstract	The transition to secondary school is considered difficult for children with autistic spectrum disorder (ASD), yet there has been little strength-based investigation of positive experiences of this population and the types of support they value most in managing anxiety about transition. The current article presents a qualitative exploration of the perspectives of six children with ASD who had recently transitioned successfully into mainstream secondary schools. Thematic analysis of semi-structured interview transcripts indicated that the children valued many changes associated with moving to secondary school (for example, greater routine, more varied lessons). In terms of intervention approaches, children favoured those that were positive in focus (for example, support from family, discussions about positive aspects of secondary school) and provided practical advice (for example, written information about secondary school, secondary school visits, opportunities to meet secondary school staff). Despite these commonalities, experiences varied and it was evident that children benefitted from individualised support tailored to their specific needs. Findings have implications concerning the support offered to children with ASD across secondary school transition and highlight the need to incorporate the child's voice into intervention plans. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01