Parent experiences of the primary to secondary school transition for their child with autism spectrum disorder
Bibliographic record
Abstract
The transition from primary to secondary school for children with autism spectrum disorder (ASD) can be a time of stress and challenges for the student and their family (Stack et al., 2021). When advocating for support for their child, the parent is faced with many decisions and concerns about how to assist their child as they transition to an unfamiliar environment. Limited literature on this period of transition necessitates further research that explicates the experience of transition for these families. As such, the study captures the perceptions of parents who have a child with ASD who is transitioning from primary to mainstream secondary school. The study builds on the survey by Ravenscroft and colleagues (2017) and uses an adapted form of their instrument to study the population of students with ASD in the context of British Columbia schools. The current study surveyed parents to elicit ratings related to key elements of their experience of planning for and implementation of transition with their child. Further, the study included additional elements that are intended to inform the literature on the impacts of the COVID-19 pandemic restrictions and mandatory quarantines on the parent (and family) experiences of transition planning and process. The results of this study provide a preliminary representation of current parent and family experiences of transition planning and its outcomes and can be interpreted in the context of proposed frameworks for transition success provided in the literature, mainly aspects related to inclusion, membership, and belonging (IMB) in the secondary school environment, as well as parental involvement (PI). These two variables contributed to the prediction of transition success with respect to parent satisfaction, or child adjustment outcomes. These findings provide an initial representation of transition planning and outcome in a Canadian context and may well contribute findings that can inform educational policy and practice.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".