Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review / Laura FONTIL in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1866-1881 Titre : Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Laura FONTIL, Auteur ; Jalisa GITTENS, Auteur ; Emily BEAUDOIN, Auteur ; Ingrid E. SLADECZEK, Auteur Article en page(s) : p.1866-1881 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Developmental disabilities  Interagency collaboration  Transition to school Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-03938-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review [Texte imprimé et/ou numérique] / Laura FONTIL, Auteur ; Jalisa GITTENS, Auteur ; Emily BEAUDOIN, Auteur ; Ingrid E. SLADECZEK, Auteur . - p.1866-1881. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1866-1881 Mots-clés : Autism spectrum disorders  Developmental disabilities  Interagency collaboration  Transition to school Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-03938-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

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