ArticleNeuropsychiatric disease and treatment2024
Building Bridges! Children with Autism Spectrum Disorder and Their Transition from Kindergarten to School - A Scoping Review.
Article in Neuropsychiatric disease and treatment, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- The missing piece in inclusion: addressing school avoidance among children with autism.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: The goal of this study was to map the research on the transition from kindergarten to school for children with autism spectrum disorder (ASD). Further, the goal was to identify the elements influencing the transition process as well as the variables that would promote a smooth and positive transition experience for the children in question. The study also aimed to identify knowledge gaps on the subject and the current practice in the field. Methods: The study is a scoping review that includes peer reviewed articles from the databases ERIC, Google scholar, PsycINFO and Web of Science and the search was restricted to articles in English from 2019 to 2024. The search terms used were autism spectrum disorder, autism, transition, preschool, ECEC, inclusion, education intervention, early childhood, early education and kindergarten. After identifying and screening current articles from the databases, the articles were ascertained for relevance in three stages. In phase one, the title was considered. Phase two consisted of reviewing the abstract, and the final stage was to review the full text. At each stage, articles that did not prove relevant to the goal of the study were excluded. This left us with thirteen articles for inclusion in this article. Results: In the selected articles the following elements are necessary for children with autism to have a positive transition from kindergarten to school: 1) School readiness skills and school inclusiveness, 2) Comparable educational opportunities and psychological support, 3) Collaboration and professional competence, 4) A balance to ensure a better transition, and 5) Inclusion and support and 6) Children's perspectives. Conclusion: The research gaps identified were: 1) that few studies take the child's perspective into account and 2) that there is an overemphasis on subjective experiences of effectiveness, and a lack of focus on measurable effects within studies on transition and inclusive education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.