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 .
AIM To identify factors that promote a positive start to school for children with autism spectrum disorder ( ASD ) .
A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade
The purpose of this r and omized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First- grade children with autism spectrum disorders . Trained school staff members provided direct instruction for 56 children in the intervention group , and 39 children participated in a comparison group . Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes . Treatment session data showed significant growth for total communications over baseline levels . Children in treatment also showed more growth in language and adaptive communication . Finally , teachers ’ ratings of prosocial skills revealed significantly greater improvements for the intervention group
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 .
AIM To identify factors that promote a positive start to school for children with autism spectrum disorder ( ASD ) .