Peer reviewed
Direct linkERIC Number: EJ1481104
Record Type: Journal
Publication Date: 2025-Sep
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-3257
EISSN: EISSN-1573-3432
Available Date: 2024-06-12
Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum
Heather J. Nuske1; Tristram Smith2; Lynne Levato2; Briana Bronstein3; Nicole Sparapani4; Consuelo Garcia5; Fernanda Castellon5; Hyon Soo Lee5; Sarah F. Vejnoska4; Samantha Hochheimer2; Amber R. Fitzgerald4; Jenny C. Chiappe6; Amanda Dimachkie Nunnally4; Jennica Li4; Wendy Shih5; Ashlee Brown7; Michelle Cullen8; Lisa M. Hund9; Aubyn C. Stahmer4; Suzannah Iadarola2; David S. Mandell1; Elizabeth McGhee Hassrick10; Sheryl Kataoka5; Connie Kasari5
Journal of Autism and Developmental Disorders, v55 n9 p3100-3117 2025
New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed "Building Better Bridges (BBB)," a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions.
Descriptors: Autism Spectrum Disorders, Student Promotion, Transitional Programs, Educational Planning, Preschool Children, Elementary School Students, Secondary School Students, Student Adjustment, Child Caregivers, Coaching (Performance), Organizational Communication, Student Rights, Advocacy, School Readiness, Program Effectiveness, Intervention
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Health Resources and Services Administration (HRSA) (DHHS); National Institute of Mental Health (NIMH) (DHHS/NIH)
Authoring Institution: N/A
Grant or Contract Numbers: UA3MC11055; UT3MC39436; K01MH120509
Author Affiliations: 1University of Pennsylvania, Penn Center for Mental Health, Perelman School of Medicine, Philadelphia, USA; 2University of Rochester Medical Center, Division of Developmental and Behavioral Pediatrics, Rochester, USA; 3Widener University, Center for Education, College of Health & Human Services, Chester, USA; 4University of California, Davis, Departments of Psychiatry and Behavioral Sciences, Psychology, and Education, UC Davis MIND Institute, Sacramento, USA; 5University of California, Department of Psychiatry, Center for Autism Research & Treatment, UCLA Semel Institute, Los Angeles, Los Angeles, USA; 6California State University, Dominguez Hills, Teacher Education Division, Special Education, College of Education, Carson, USA; 7Elwyn, Professional Development and Research, Early Learning Services, Philadelphia, USA; 8Rochester City School District, Special Education Department, Rochester, USA; 9Maternal and Child Health Bureau, Health Resources and Services Administration, Division of Healthy Start and Perinatal Services, Rockville, USA; 10Drexel University, A.J. Drexel Autism Institute, Philadelphia, USA
