Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences.
Social skills plus kind staff attitudes decide whether a child with autism sinks or swims in mainstream school.
01Research in Context
What this study did
The team talked to parents and therapists of young children with autism. They asked what helps kids move from therapy rooms to regular kindergarten.
Everyone shared stories about what made school entry smooth or rough.
What they found
Two things stood out. First, the child needs social skills such as sharing, turn-taking, and asking to join play.
Second, the teacher and aide must welcome the child. Kind words and calm voices matter more than fancy toys.
How this fits with other research
Bailey et al. (2000) looked at sixteen early social-skills programs. They also found social skills key, but warned the gains often fade without extra practice.
Locke et al. (2018) went further. They ran an RCT and showed that coaching recess staff boosted real friendships. Their numbers back up the parent stories in Smit et al. (2019).
Koegel et al. (2014) asked why some kids already have better social skills. Warm, playful parent-child time at home was the secret. The new study adds that school adults must keep that warmth going.
Why it matters
Before the first school visit, write two goals on the IEP: teach the child one social entry skill and meet the teacher for a friendly chat. These simple steps raise the odds of a happy year.
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02At a glance
03Original abstract
School readiness is important to a positive start and success in school but children with Autism Spectrum Disorder (ASD) are at risk of not being school-ready. This study aimed to explore parent and therapist perspectives on school readiness skills of children with ASD and factors impacting on a positive mainstream school experience. A mixed methods design was used. Key findings were that school readiness depends on child and school factors, with social skills the most important child factor. The child's experience was largely reliant on teacher and education assistant attitudes and highlighted a need for further training and support. This study identified areas of focus for early intervention as well as school-aged intervention and the need for collaborative practice.
Journal of autism and developmental disorders, 2019 · doi:10.1007/s10803-019-04022-z