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dc.contributor.authorBeamish, W
dc.contributor.authorBryer, F
dc.contributor.authorKlieve, H
dc.contributor.editorEditor: Dr. Marg Csapo
dc.date.accessioned2018-09-14T03:22:53Z
dc.date.available2018-09-14T03:22:53Z
dc.date.issued2014
dc.identifier.issn0827-3383
dc.identifier.urihttp://hdl.handle.net/10072/63488
dc.description.abstractThe transition of young children with autism from early intervention to school needs to be carefully managed in order to maintain intervention gains, protect against the risk of child-and-family anxiety, and enable a successful start to formal education. While many North American studies have mapped high-intensity practices for transitioning children with disabilities to school, only a few have recently examined autism-specific practices. The present study drew on this literature to identify and socially validate transition-to-school practices for Australian children with autism and their families. Queensland intervention and advisory teachers (N = 91) used an on-line survey to rate 36 transition practices. Results indicate that all practices were perceived to be highly important in the Australian context. Future transition-to-school research can draw upon this socially validated practice listing.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherInternational Journal of Special Education
dc.publisher.placeCanada
dc.publisher.urihttp://www.internationalsped.com/issues.cfm
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto13
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Special Education
dc.relation.ispartofvolume29
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and pedagogy not elsewhere classified
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode390199
dc.subject.fieldofresearchcode3904
dc.titleTransitioning children with autism to Australian schools: social validation of important teacher practices
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2014 International Journal of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorBryer, Fiona K.
gro.griffith.authorBeamish, Wendi I.
gro.griffith.authorKlieve, Helen M.


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