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Abstract: The transition of young children with autism from preschool to kindergarten is an important event both for sustaining gains made during preschool and for establishing future social and academic development. This article provides a summary of 25 transition elements identified from the research literature as important for a successful transition. The elements were built into a survey instrument, and the instrument was used with the parents, preschool teachers, and kindergarten teachers for three children with autism who transitioned during 1999 to 2001. Results from the survey indicate that transition elements identified in the literature were perceived as important by families, preschool teachers, and kindergarten teachers. High variability, however, was reported in the perceived level of implementation for the transition elements. The report provides an index of transition elements that may be useful to guide future research and to facilitate effective transitions.
Early intervention for children with autism spectrum disorder is one of the most effective means of improving long-term social and academic outcomes (National Research Council, 2001). Children who receive services during their preschool years are better prepared to face academic challenges and to continue cognitive and social development (Rice & O'Brien, 1990; Rule, Fiechtl, & Innocenti, 1990; Wittmer, Doll, & Strain, 1996). The long-term impact of effective early intervention, however, depends in part on the transition of young children with autism from preschool to kindergarten (Fox, Dunlap, & Cushing, in press; Hanson et al., 2001; Harris & Handleman, 2000; Rosenkoetter, Hains, & Fowler, 1994; Wolery, 1989, 1997).
Educational transitions occur when a child moves from preschool to kindergarten, from grade to grade, and from elementary school to middle and/or high school. The transition from preschool to kindergarten is the first educational transition that many children and their families face and is identified as a critical juncture for school success (Wolery, 1997). Children with autism are particularly vulnerable in the transition process. The social and communication deficits associated with autism (Koegel & Koegel, 1995; Lord et al., 2000; McGee, Morrier, & Daly, 1999; Schopler, Reichler, DeVellis, & Daly, 1980) make transitions to new physical, social, and academic environments a special challenge (Fowler, Chandler, Johnson, & Stella, 1988). Skills acquired by children with autism in one setting are less likely to generalize. In addition,...