Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success / Heather J. NUSKE in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.306-325 Titre : Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Briana BRONSTEIN, Auteur ; Lindsay HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; Lynne LEVATO, Auteur ; Aubyn STAHMER, Auteur ; David S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; Tristram SMITH, Auteur Article en page(s) : p.306-325 Langues : Anglais (eng) Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success [texte imprimé] / Heather J. NUSKE, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Briana BRONSTEIN, Auteur ; Lindsay HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; Lynne LEVATO, Auteur ; Aubyn STAHMER, Auteur ; David S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; Tristram SMITH, Auteur . - p.306-325. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.306-325 Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Titre : Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.3100-3117 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum [texte imprimé] / Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur . - p.3100-3117. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102360 Titre : Social network support is associated with teacher?s perceptions of transition planning for their autistic students Type de document : texte imprimé Auteurs : Amanda DIMACHKIE NUNNALLY, Auteur ; Heather J. NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur Article en page(s) : p.102360 Langues : Anglais (eng) Mots-clés : School transitions  Autism spectrum disorder  Teacher perceptions  Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Social network support is associated with teacher?s perceptions of transition planning for their autistic students [texte imprimé] / Amanda DIMACHKIE NUNNALLY, Auteur ; Heather J. NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur . - p.102360. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360 Mots-clés : School transitions  Autism spectrum disorder  Teacher perceptions  Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

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