2篇
您的检索式：作者名="Rachel Grove"
|
|
|
题名
|
作者
|
年代
|
出处
|
被引量
|
| 1 | Transition to school for children with autism spectrum disorder:A systematic review显示文摘AIM To identify factors that promote a positive start to school for children with autism spectrum disorder(ASD).METHODS Web of Science,MEDLINE,Scopus,and Psych INFO searches were conducted to identify literature published after 1991 and relevant to school transition processes in children with ASD.Twenty studies were deemed eligible for inclusion.These studies evaluated a range of factors including school readiness,parent and teacher perspectives on transition practices,characteristics of children with ASD that are associated with successful transition to school and the impact of school based intervention programs.RESULTS A review of these studies showed that children with ASD are less school ready emotionally than their peers and those children with ASD appear to have more externalising behaviours and self-regulation difficulties that affect their school engagement and their relationships with their teachers.There was a paucity of research looking at interventions targeting school readiness.However,school-based behavioural interventions appear to improve cognitive,language and daily living skills,but have less impact on socialisation and peer inclusion.CONCLUSION Children with ASD face more challenges transitioning to school,particularly with social interaction.Further development and implementation of specific schoolbased interventions is needed in order to assist children with autism to maximise their success in starting school. | Annabel Marsh Vanessa Spagnol Rachel Grove Valsamma Eapen | 2017 | World Journal of Psychiatry2017，7，3： | 1 |
| 2 | Transition from early intervention program to primary school in children with autism spectrum disorder显示文摘AIM To evaluate the characteristics that are associated with successful transition to school outcomes in preschool aged children with autism.METHODS Twenty-one participants transitioning from an early intervention program were assessed at two time points; at the end of their preschool placement and approximately 5 mo later following their transition to school. Child characteristics were assessed using the Mullen Scales of Early Learning, Vineland Adaptive Behaviour Scales, Social Communication Questionnaire and the Repetitive Behaviour Scale. Transition outcomes were assessed using Teacher Rating Scale of School Adjustment and the Social Skills Improvement System Rating Scales to provide an understanding of each child's school adjustment. The relationship between child characteristics and school outcomes was evaluated. RESULTS Cognitive ability and adaptive behaviour were shown to be associated with successful transition to school outcomes including participation in the classroom and being comfortable with the classroom teacher. These factors were also associated with social skills in the classroom including assertiveness and engagement. CONCLUSION Supporting children on the spectrum in the domains of adaptive behaviour and cognitive ability, including language skills, is important for a successful transition to school. Providing the appropriate support within structured transition programs will assist children on the spectrum with this important transition, allowing them to maximise their learning and behavioural potential. | Valsamma Eapen Rachel Grove Elizabeth Aylward Annette V Joosten Scott I Miller Gerdamari Van Der Watt Kathryn Fordyce Cheryl Dissanayake Jacqueline Maya Madonna Tucker Antonia DeBlasio | 2017 | World Journal of Clinical Pediatrics2017，6，4： | 0 |
您所在的机构暂未开通此部分的功能，请联系管理员