Broken Bridges--New School Transitions for Students with Autism Spectrum Disorder: A Systematic Review on Difficulties and Strategies for Success

Autor/inn/en	Nuske, Heather Joy; McGhee Hassrick, Elizabeth; Bronstein, Briana; Hauptman, Lindsay; Aponte, Courtney; Levato, Lynne; Stahmer, Aubyn; Mandell, David S.; Mundy, Peter; Kasari, Connie; Smith, Tristram
Titel	Broken Bridges--New School Transitions for Students with Autism Spectrum Disorder: A Systematic Review on Difficulties and Strategies for Success
Quelle	In: Autism: The International Journal of Research and Practice, 23 (2019) 2, S.306-325 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nuske, Heather Joy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361318754529
Schlagwörter	Autism; Pervasive Developmental Disorders; Student Adjustment; Transitional Programs; Elementary School Students; Secondary School Students; Foreign Countries; Social Influences; Anxiety; Parent Attitudes; Student Placement; Well Being; Student Needs; Teacher Role; Family School Relationship; Institutional Cooperation; Student Behavior; Interpersonal Relationship; Language Skills; Teacher Competencies; Language Usage; Second Language Learning; Communication Strategies; Barriers; Knowledge Level; Coping; North America; Europe; Africa; Australia + Suchen Sie Ihr Suchwort? Autismus; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sekundarschüler; Ausland; Sozialer Einfluss; Angst; Elternverhalten; Schülerpraktikum; Well-being; Wellness; Wohlbefinden; Lehrerrolle; Institute; Co-operation; Cooperation; Institut; Kooperation; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Language skill; Sprachkompetenz; Lehrkunst; Sprachgebrauch; Zweitsprachenerwerb; Kommunikationsstrategie; Wissensbasis; Bewältigung; Nordamerika; Europa; Afrika; Australien
Abstract	Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the "difficulties" that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the "strategies" used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01