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  • Transitioning Primary School Students With Autism Spectrum Disorder From...

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    EDDIE LYN SEVILLANO
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    Transitioning primary school students with Autism Spectrum Disorder from elementary to middle school can be challenging. This study interviewed parents and teachers of students with ASD about their experiences during this transition. Many reported difficulties with changes in schedules, teachers, and classroom environments that caused anxiety and behavioral issues for students. Support strategies like social stories and consistency in routines were found to help ease the transition process.

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    Transitioning primary school students with Autism Spectrum Disorder from elementary to middle school can be challenging. This study interviewed parents and teachers of students with ASD about their experiences during this transition. Many reported difficulties with changes in schedules, teachers, and classroom environments that caused anxiety and behavioral issues for students. Support strategies like social stories and consistency in routines were found to help ease the transition process.

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    10 views1 page

    Transitioning Primary School Students With Autism Spectrum Disorder From...

    Uploaded by

    EDDIE LYN SEVILLANO
    Transitioning primary school students with Autism Spectrum Disorder from elementary to middle school can be challenging. This study interviewed parents and teachers of students with ASD about their experiences during this transition. Many reported difficulties with changes in schedules, teachers, and classroom environments that caused anxiety and behavioral issues for students. Support strategies like social stories and consistency in routines were found to help ease the transition process.

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    © All Rights Reserved
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    Flag for inappropriate content
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    https://www.tandfonline.com/eprint/CU5MtPDVICgcTaWd4KSw/full?target=10.1080/13603116.2019.

    1568597

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    Transitioning primary school students with Autism Spectrum Disorder from...


    https://doi.org/10.1080/13603116.2019.1568597 (doi: 10.1080/13603116.2019.1568597)

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