Teachers’ and caregivers’ predictions of autistic students’ kindergarten transition success / Ainsley BUCK in Research in Autism, 137 (September 2026)  

Public ISBD [article]  inResearch in Autism > 137 (September 2026) . - 202992 Titre : Teachers’ and caregivers’ predictions of autistic students’ kindergarten transition success Type de document : texte imprimé Auteurs : Ainsley BUCK, Auteur ; Heather NUSKE, Auteur ; Elizabeth McGhee HASSRICK, Auteur ; Nicole SPARAPANI, Auteur ; Suzannah IADAROLA, Auteur ; Lynne LEVATO, Auteur ; Aubyn C. STAHMER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur Article en page(s) : 202992 Langues : Anglais (eng) Mots-clés : Kindergarten transition  Transition planning  Social-emotional adjustment  Caregiver/teacher perception Index. décimale : PER Périodiques Résumé : Successful transitions to kindergarten improve children’s short- and long-term outcomes. Autistic children are more likely than their typically developing peers to face challenges during these transitions. There are no standard transition planning practices for autistic students; therefore, decisions about classroom placement and supports rely primarily on caregiver and teacher perceptions. No published studies examine the predictive validity of caregiver and teacher perspectives or how to incorporate them into decision-making. We examined whether caregivers and preschool teachers could predict children’s adjustment to kindergarten, and whether caregiver-teacher communication and teachers’ autism experience moderated prediction accuracy. The sample included 93 caregiver-child dyads, 68 preschool teachers, and 54 kindergarten teachers. All children had either a medical diagnosis or educational classification of autism. Caregivers and preschool teachers completed a survey, predicting the success of their student/child in kindergarten. Preschool teachers’ prediction of children’s successful adjustment was positively associated with children’s positive affect, like contentedness or excitement, in kindergarten. Caregivers’ prediction of children’s successful adjustment was negatively associated with children’s interfering behavior. Neither caregiver-teacher communication nor teacher autism experience moderated the association between predictions and child outcomes. Findings suggest that teachers and caregivers offer complementary insights that should be included in transition planning to better support autistic children’s transitions to kindergarten. En ligne : https://doi.org/10.1016/j.reia.2026.202992 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Teachers’ and caregivers’ predictions of autistic students’ kindergarten transition success [texte imprimé] / Ainsley BUCK, Auteur ; Heather NUSKE, Auteur ; Elizabeth McGhee HASSRICK, Auteur ; Nicole SPARAPANI, Auteur ; Suzannah IADAROLA, Auteur ; Lynne LEVATO, Auteur ; Aubyn C. STAHMER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur . - 202992. Langues : Anglais (eng) in Research in Autism > 137 (September 2026) . - 202992 Mots-clés : Kindergarten transition  Transition planning  Social-emotional adjustment  Caregiver/teacher perception Index. décimale : PER Périodiques Résumé : Successful transitions to kindergarten improve children’s short- and long-term outcomes. Autistic children are more likely than their typically developing peers to face challenges during these transitions. There are no standard transition planning practices for autistic students; therefore, decisions about classroom placement and supports rely primarily on caregiver and teacher perceptions. No published studies examine the predictive validity of caregiver and teacher perspectives or how to incorporate them into decision-making. We examined whether caregivers and preschool teachers could predict children’s adjustment to kindergarten, and whether caregiver-teacher communication and teachers’ autism experience moderated prediction accuracy. The sample included 93 caregiver-child dyads, 68 preschool teachers, and 54 kindergarten teachers. All children had either a medical diagnosis or educational classification of autism. Caregivers and preschool teachers completed a survey, predicting the success of their student/child in kindergarten. Preschool teachers’ prediction of children’s successful adjustment was positively associated with children’s positive affect, like contentedness or excitement, in kindergarten. Caregivers’ prediction of children’s successful adjustment was negatively associated with children’s interfering behavior. Neither caregiver-teacher communication nor teacher autism experience moderated the association between predictions and child outcomes. Findings suggest that teachers and caregivers offer complementary insights that should be included in transition planning to better support autistic children’s transitions to kindergarten. En ligne : https://doi.org/10.1016/j.reia.2026.202992 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

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