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 ) .
Child characteristics associated with outcome for children with autism in a school-based behavioral intervention
This study examined the extent to which clinical and demographic characteristics predicted outcome for children with autism spectrum disorder . Participants included 152 students with autism spectrum disorder in 53 kindergarten-through-second- grade autism support classrooms in a large urban public school district . Associations between child characteristics ( including age , language ability , autism severity , social skills , adaptive behavior , co-occurring psychological symptoms , and restrictive and repetitive behavior ) and outcome , as measured by changes in cognitive ability following one academic year of an intervention st and ardized across the sample were evaluated using linear regression with r and om effects for classroom . While several scales and subscales had statistically significant bivariate associations with outcome , in adjusted analysis , only age and the presence of symptoms associated with social anxiety , such as social avoidance and social fearfulness , as measured through the Child Symptom Inventory-4 , were associated with differences in outcome . The findings regarding the role of social anxiety are new and have important implication s for treatment . Disentangling the construct of social anxiety to differentiate between social fearfulness and social motivation has important implication s for shifting the focus of early treatment for children with autism spectrum disorder
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 ) .