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Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review

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Abstract

Early school transitions are exciting, yet challenging, experiences for children with special needs, such as autism spectrum disorder (ASD), and their families. Transition to school support practices can help facilitate this difficult process for key stakeholders. The purpose of this systematic review was to synthesize the literature on transition to kindergarten support practice use for children with ASD and other developmental disabilities. Qualitative and quantitative studies were analyzed using textual narrative synthesis, following the guidelines from the Centre for Reviews and Dissemination. Overall, 39 individual studies were included. Results highlighted particular parent, child, and support staff needs during the transition to school, while also emphasizing the importance of collaborative practices in facilitating successful school beginnings.

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Acknowledgments

This manuscript was prepared and adapted from Laura Fontil’s Doctoral Comprehensive Examination.

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  1. Department of Educational and Counselling Psychology, McGill University, Montreal, QC, H3A 1Y2, Canada

    Laura Fontil, Jalisa Gittens, Emily Beaudoin & Ingrid E. Sladeczek

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LF conceived and designed the study. LF also participated in its coordination, acquisition and interpretation of the data, performed statistical calculations, and drafted the manuscript. IES participated in the study’s coordination, interpretation of the data, and was substantially involved in the revision process. JG and EB participated in the study’s coordination, acquisition of data, performed statistical calculations, and helped to draft the manuscript. All authors read and approved the final manuscript.

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Correspondence to Laura Fontil.

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Fontil, L., Gittens, J., Beaudoin, E. et al. Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review. J Autism Dev Disord 50, 1866–1881 (2020). https://doi.org/10.1007/s10803-019-03938-w

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