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9/19/2017 12:22:45 AM | Browse: 629 | Download: 617
Publication Name World Journal of Psychiatry
Manuscript ID 32616
Country/Territory Australia
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
2017-05-29 02:13
Second Decision
2017-06-22 02:09
Accepted by Journal Editor-in-Chief
Accepted by Company 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/
Copyright © The Author(s) 2017. Published by Baishideng Publishing Group Inc. All rights reserved.
Article Reprints For details, please visit: http://www.wjgnet.com/bpg/gerinfo/247
Permissions For details, please visit: http://www.wjgnet.com/bpg/gerinfo/207
Publisher Baishideng Publishing Group Inc, 7041 Koll Center Parkway, Suite 160, Pleasanton, CA 94566, USA
Website http://www.wjgnet.com
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
Data Sharing Statement 32616-Data sharing statement.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