Publication Name	World Journal of Psychiatry
Manuscript ID	32616
Country	Australia

Received	2017-01-17 08:58
Peer-Review Started	2017-01-18 12:26
To Make the First Decision	2017-05-22 04:00
Return for Revision	2017-05-23 08:43
Revised	2017-05-29 02:13
Second Decision	2017-06-22 02:09
Accepted by Journal Editor-in-Chief
Accepted by Executive Editor-in-Chief	2017-07-03 02:29
Articles in Press	2017-07-03 02:29
Publication Fee Transferred
Edit the Manuscript by Language Editor
Typeset the Manuscript	2017-09-13 06:26
Publish the Manuscript Online	2017-09-19 00:22

ISSN	2220-3206 (online)
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/
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Category	Psychiatry
Manuscript Type	Systematic Reviews
Article Title	Transition to school for children with autism spectrum disorder: A systematic review
Manuscript Source	Invited Manuscript
All Author List	Annabel Marsh, Vanessa Spagnol, Rachel Grove and Valsamma Eapen
Funding Agency and Grant Number
Corresponding Author	Valsamma Eapen, PhD, Professor, Academic Unit of Child Psychiatry, South West Sydney Local Health District, Liverpool Hospital, Elizabeth Street, Liverpool NSW 2170, Australia. v.eapen@unsw.edu.au
Key Words	Autism spectrum disorder; School transition; School readiness; School preparation; School based intervention
Core Tip	This systematic review examines current school transition research for children with autism spectrum disorder (ASD), focusing on school readiness, parents and teachers school transitions expectations and experiences, individual factors affecting school transition and school-based interventions. Research in this area is disparate and sparse, but suggests that children with ASD have more difficulty adjusting to school, particularly in relation to active engagement and social interactions with the teachers and peers. Teachers and parents agree com¬prehensive transition processes are needed throughout the first years. School-based intervention programs in the first years can improve cognitive, language and daily-living but more interventions are needed targeting social interaction.
Publish Date	2017-09-19 00:22
Citation	Marsh A, Spagnol V, Grove R, Eapen V. Transition to school for children with autism spectrum disorder: A systematic review. World J Psychiatr 2017; 7(3): 184-196
URL	http://www.wjgnet.com/2220-3206/full/v7/i3/184.htm
DOI	http://dx.doi.org/10.5498/wjp.v7.i3.184

Full Article (PDF)	WJP-7-184.pdf
Full Article (Word)	WJP-7-184.doc
Manuscript File	32616-Review.docx
Answering Reviewers	32616-Answering reviewers.pdf
Audio Core Tip	32616-Audio core tip.m4a
Biostatistics Review Certificate	32616_Data sharing statement_5914.pdf
Conflict-of-Interest Disclosure Form	32616-Conflict-of-interest statement.pdf
Copyright License Agreement	32616-Copyright assignment.pdf
Supplementary Material	32616_Flow chart.docx
Peer-review Report	32616-Peer-review(s).pdf
Scientific Misconduct Check	32616-Scientific misconduct check.pdf
Scientific Editor Work List	32616-Scientific editor work list.pdf