Parents’ Perspectives on the Transition from Early Intensive Behavioural Intervention to School: Barriers, Facilitators, and Experience of Partnership
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
For families of children with autism spectrum disorder (ASD), the transition to school (i.e., beginning of kindergarten) often means the end of specialized early intervention services and several changes in types of support. These changes can be especially problematic for families from immigrant backgrounds, who are more likely to experience challenges navigating the health and education systems. The overall goal of this study was to document parents’ perspectives on the transition from early intensive behavioural intervention (EIBI) services to school. Qualitative semi-structured interviews based on the grounded theory framework were conducted with 18 families (29 parents) from different cultural backgrounds living in Québec (Canada). Results on the facilitators and barriers encountered during the transition and on partnerships (i.e., the parent–school team dyad, EIBI team–school team dyad) highlight the importance of improving continuity between services, of preparing children and parents for the transition, and of strengthening the professional relationship and the school’s culture of openness.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.015 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it