Observational Study
Copyright ©The Author(s) 2017. Published by Baishideng Publishing Group Inc. All rights reserved.
World J Clin Pediatr. Nov 8, 2017; 6(4): 169-175
Published online Nov 8, 2017. doi: 10.5409/wjcp.v6.i4.169
Transition from early intervention program to primary school in children with autism spectrum disorder
Valsamma Eapen, Rachel Grove, Elizabeth Aylward, Annette V Joosten, Scott I Miller, Gerdamari Van Der Watt, Kathryn Fordyce, Cheryl Dissanayake, Jacqueline Maya, Madonna Tucker, Antonia DeBlasio
Valsamma Eapen, Academic Unit of Child Psychiatry, South West Sydney (AUCS), ICAMHS, Mental Health Centre, L1, Liverpool Hospital, Liverpool 2170, Australia
Valsamma Eapen, Rachel Grove, School of Psychiatry, University of New South Wales, Sydney 2052, Australia
Valsamma Eapen, Rachel Grove, Elizabeth Aylward, Annette V Joosten, Kathryn Fordyce, Cheryl Dissanayake, Jacqueline Maya, Madonna Tucker, Antonia DeBlasio, Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
Elizabeth Aylward, KU Marcia Burgess Autism Specific Early Learning and Care Centre, Liverpool 2170, Australia
Annette V Joosten, School of Occupational Therapy and Social Work, Curtin University, Perth 6000, Australia
Scott I Miller, Gerdamari Van Der Watt, Western Australia Autism Specific Early Learning and Care Centre, Bedford 6052, Australia
Scott I Miller, Gerdamari Van Der Watt, Autism Association of Western Australia, Perth 6000, Australia
Kathryn Fordyce, St Giles Society North West Tasmania Autism Specific Early Learning and Care Centre, Burnie 7320, Australia
Cheryl Dissanayake, Jacqueline Maya, La Trobe University, Melbourne 3000, Australia
Madonna Tucker, AEIOU Foundation, Nathan 4111, Australia
Antonia DeBlasio, AnglicareSA Daphne St Autism Specific Early Learning and Care Centre, Prospect 5082, Australia
Author contributions: All authors contributed to the development and implementation of the study; Eapen V and Grove R were responsible for drafting the manuscript; all authors read and approved the final version of the manuscript.
Supported by Cooperative Research Centre for Living with Autism (Autism CRC), established and supported under the Australian Government’s Cooperative Research Centres Program as well as funding from the Commonwealth Department of Social Services.
Institutional review board statement: This research was approved by the University of New South Wales Human Research Ethics Committee.
Informed consent statement: All study participants, or their legal guardian, provided informed written consent prior to study enrolment.
Conflict-of-interest statement: There are no conflicts of interest to report.
Data sharing statement: No additional data are available.
Open-Access: This article is an open-access article which was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/
Correspondence to: Valsamma Eapen, MBBS, PhD, FRCPsych, FRANZCP, Academic Unit of Child Psychiatry, South West Sydney (AUCS), ICAMHS, Mental Health Centre, L1, Liverpool Hospital, Elizabeth Street, Liverpool 2170, Australia. v.eapen@unsw.edu.au
Telephone: +61-2-96164205 Fax: +61-2-96012773
Received: March 10, 2017
Peer-review started: March 17, 2017
First decision: July 11, 2017
Revised: August 14, 2017
Accepted: September 3, 2017
Article in press: September 4, 2017
Published online: November 8, 2017
Processing time: 236 Days and 0.2 Hours
Core Tip

Core tip: Assess, address and communicate children’s strengths and difficulties during the transition to school process for better outcome including language skills, cognitive ability and adaptive function.