The effectiveness of a transitional intervention programme on primary school adjustment for children with autism spectrum disorder

Abstract

School transition is a stressful time for students, especially those with autism spectrum disorder (ASD). The current study aimed to evaluate the effectiveness of a centre-based transitional intervention for new primary school students. Children in the intervention group (n = 27) and control groups (n = 34) were evaluated before the intervention in K3, during the summer holiday, and after the first term of P1. Two-way Mixed ANOVA and independent-samples t-tests were employed to test the differences between the performances to identify the effects of the intervention. Children in the intervention group performed better than control in aspects of academic readiness, namely functional academics and self-direction. This effect was found in the weaker ability but not in the higher ability group. Intervention effects on adaptive functioning, maladaptive behaviour, and school adjustment were not identified. The results suggested that transitional interventions for weaker children with ASD were effective in improving their academic readiness.