Definition
The shift from an early childhood setting (e.g., home, preschool) to elementary school can be challenging for children, their families, and their teachers. Families must adapt to important changes once children transition to school (TTS), such as increased academic and social demands, decreased family support, and more transitions throughout the school day (Rimm-Kaufman et al. 2000). This shift tends to be particularly challenging for children with neurodevelopmental disorders, such as autism spectrum disorder (ASD). In addition to the challenges experienced by neurotypical children, the social/communication deficits and challenges adapting to change experienced by children with ASDS make the transition to a novel, social environment like school particularly problematic for children with ASDs and their families (Forest et al. 2004).
Research suggests that the implementation of...
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References and Readings
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Fontil, L., Beaudoin, E., Gittens, J., Sladeczek, I.E. (2020). Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders. In: Volkmar, F. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6435-8_102469-1
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