Tuesday, October 7, 2014 at 2:30 p.m.
Neville Scarfe Building, Room 310
Title: Transition from Preschool to Kindergarten: A Perspective for Children with Autism Spectrum Disorders
Examination Committee:
Dr. Laurie Ford, Supervisor
Dr. Laura Grow, Committee Member
Dr. William McKee, Committee Member
Dr. Marianne McTavish, External Examiner
ABSTRACT
The transition from preschool to kindergarten is a critical developmental time for children and research consistently demonstrates the need for specific practices to facilitate this transition (Pianta, 2007; Schulting, Malone, & Kenneth, 2005). Although successful transition into kindergarten is a consideration for students in the general education stream, students with special needs may require additional transition planning. In particular, families with children with autism spectrum disorder likely need supplementary supports and services (Beamish, Bryer, & Klieve, 2014; Forest, Horner, Lewis-Palmer, & Todd, 2004; Villeneuve et al., 2013). Research indicates the importance of successful kindergarten transition for this population, but more empirical evidence is needed to draw conclusions about the types of transition practices that best facilitate this developmental period. The purpose of the current study was to add to this literature base by providing empirical evidence of kindergarten transition practices for children with autism spectrum disorder. Data were collected from a sample of 24 parents on concerns about child behaviour, implementation of transition practices, perceived importance of transition practices, and barriers to implementing transition practices. Descriptive statistics were utilized to determine the mean level of child behaviour concerns, transition practices, and barriers to implementation. Dependent t-tests were performed to evaluate differences between the implementation and perceived importance of transition practices. Results from the survey indicated that parents have a number of behavioural concerns as their child enters kindergarten. Levels of implementation and perceived importance of kindergarten transition activities varied, but parents rated significantly higher levels of perceived importance compared to implementation for 26 of the 28 transition activities. Results are discussed with regard to previous research, study limitations and strengths, and implications for future practice and research.