From Early Behavioral Intervention to School: A Systematic Evaluation of Parents' Perspectives on the Quality of the Autism Services During the Transition to Kindergarten.
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| Title: | From Early Behavioral Intervention to School: A Systematic Evaluation of Parents' Perspectives on the Quality of the Autism Services During the Transition to Kindergarten. |
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| Authors: | Rivard, Mélina (AUTHOR), Chatenoud, Céline (AUTHOR), Chiu, Chun-Yu (AUTHOR), Aldersey, Heather (AUTHOR), Coulombe, Patrick (AUTHOR), Morin, Marjorie (AUTHOR), Mello, Catherine (AUTHOR), Magnan, Charlotte (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Feb2026, Vol. 56 Issue 2, p615-632. 18p. |
| Subjects: | Treatment of autism, Immigrants, Patients' families, Empathy, Medical quality control, Research funding, T-test (Statistics), Data analysis, Medical personnel, Satisfaction, Interviewing, Culture, Descriptive statistics, Path analysis (Statistics), Structural equation modeling, Continuum of care, Families, Mainstreaming in special education, Early intervention (Education), Transitional care, Longitudinal method, Conceptual structures, Statistics, Asperger's syndrome, Psychology of parents, Data analysis software, Special education, Child behavior, Behavior therapy, School health services, Patients' attitudes, Regression analysis, Language acquisition, Communication barriers |
| Abstract: | Research emphasizes the importance of seamless transitions from Early Behavioral Intervention (EBI) to school-based services, but formal support during this critical period remains limited, leading to decreased parental satisfaction with autism services. This study aimed to systematically document parents' perception of the quality of services received during the transition from EBI to kindergarten, along with the predictors of this perception. The study adopted a prospective longitudinal design and relied on a validated evaluation framework, the Evaluation of the Trajectory in Autism for Parents (ETAP). ETAP allows to investigate five critical determinants (accessibility, continuity, validity, flexibility, empathy) of service quality, as rated by parents (N = 138 families), which were evaluated at three critical periods of the transition: end of EBI, beginning and end of first year of school. Quality ratings indicated generally positive perceptions but showed small to medium effect size decreases over time; validity had the largest decrease. Predictors of quality ratings and changes in ratings differed by phase of the transition and included child characteristics (gender, age, disabilities, challenging behavior), parent characteristics (maternal origin, fluency in the official language of the province, education level), and family characteristics (number of children). This study's comprehensive analysis of service quality determinants and possible risk and protective factors provides insights into improving support for families navigating the transition to school. Keywords: Autism, Early behavioral intervention, School transition, Parental perception, Service quality, Evaluation framework. Key messages: The Use of Evidence-Based Services in Early Intervention and in School •The quality of early intervention is a major determinant of the families' subsequent autism service trajectory. Strategies that are successful in EBI should be encouraged and adapted for the school context. Adapting core elements of the EBI approach in terms of teaching strategies and objectives to group settings in school is a promising avenue. This would require training and support for teachers in the implementation of these strategies and enhanced collaboration with specialized autism service providers. Family-Centered Services •The modes of collaboration and communication implemented within EBI services are helpful in informing and involving parents in interventions and decision-making regarding their child. This partnership is instrumental in fostering positive family experiences. With the aim of supporting the parent and caregiver to participate and build trust in the expertise of the school team, this family-centered approach and individualization should also be implemented throughout the transition to school and maintained subsequently. This could be encouraged by applying some of the practices used in EBI services, such as: (1) offering information and training sessions for parents on transition strategies and intervention strategies applied in school upfront; (2) involving parents in developing the intervention plan and in reevaluating this plan on a more frequent basis (presently, in school, the intervention plan is revised twice yearly, vs. every two weeks in EBI); and (3) offering clear and structured ways to support communication between school staff and parents. Transition Services •Formal transition services should plan for collaboration between service providers and parents at the three critical moments of the transition to ensure the continuity of support for families. School transition and related services should be regarded and planned longitudinally, in the context of the family's broader service trajectory. Relationship Building •A positive alliance between parents and service providers and the perception of staff as empathetic, trustworthy, and receptive are significant facilitators in the family-provider partnership and the efficacy of autism services. These relationships may act as a protective factor for families during critical transition periods. The presence of a service navigator could alleviate discontinuities in the service trajectory and provide a constant, supportive presence for parents. Guidelines and Training •A positive alliance between parents and service providers and the perception of staff as empathetic, trustworthy, and receptive are significant facilitators in the family-provider partnership and the efficacy of autism services. These relationships may act as a protective factor for families during critical transition periods. The presence of a service navigator could alleviate discontinuities in the service trajectory and provide a constant, supportive presence for parents. Guidelines and Training •Data on the perceived validity of services at school indicate a need to develop formal guidelines for effective intervention practices at school and provide training for school staff to ensure the adequate implementation of these practices. Inclusive Practices •The link between family- and child-related factors and parents' quality ratings suggests a need to diversify intervention practices to meet underserved populations' needs and focus on cultural sensitivity and strong relationships with diverse families. Girls' specific needs may not be met adequately by current EBI and school-based services. Parents would benefit from education and tailored resources to promote and empower their advocacy practices for their child and maintaining support systems. Support for Challenging Behavior •Challenging behavior is consistently associated with low perceived service quality. Training and support in addressing challenging behavior should be prioritized at every stage of the school transition and with every stakeholder (EBI staff, school staff, and parents). There exist evidence-based interventions to bolster training and interventions on challenging behavior within early intervention and school contexts (see Dunlap et al., 2022). Parent Involvement in Evaluating Services •Instruments such as ETAP involve parents in evaluating the services that concern them and help guide initiatives to address existing needs. Collaborative and participatory research should be part of the routine evaluation of transition services and other milestones along families' service trajectory, as part of efforts to bridge the research-to-practice gap in real-world intervention and education settings. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Research emphasizes the importance of seamless transitions from Early Behavioral Intervention (EBI) to school-based services, but formal support during this critical period remains limited, leading to decreased parental satisfaction with autism services. This study aimed to systematically document parents' perception of the quality of services received during the transition from EBI to kindergarten, along with the predictors of this perception. The study adopted a prospective longitudinal design and relied on a validated evaluation framework, the Evaluation of the Trajectory in Autism for Parents (ETAP). ETAP allows to investigate five critical determinants (accessibility, continuity, validity, flexibility, empathy) of service quality, as rated by parents (N = 138 families), which were evaluated at three critical periods of the transition: end of EBI, beginning and end of first year of school. Quality ratings indicated generally positive perceptions but showed small to medium effect size decreases over time; validity had the largest decrease. Predictors of quality ratings and changes in ratings differed by phase of the transition and included child characteristics (gender, age, disabilities, challenging behavior), parent characteristics (maternal origin, fluency in the official language of the province, education level), and family characteristics (number of children). This study's comprehensive analysis of service quality determinants and possible risk and protective factors provides insights into improving support for families navigating the transition to school. Keywords: Autism, Early behavioral intervention, School transition, Parental perception, Service quality, Evaluation framework. Key messages: The Use of Evidence-Based Services in Early Intervention and in School •The quality of early intervention is a major determinant of the families' subsequent autism service trajectory. Strategies that are successful in EBI should be encouraged and adapted for the school context. Adapting core elements of the EBI approach in terms of teaching strategies and objectives to group settings in school is a promising avenue. This would require training and support for teachers in the implementation of these strategies and enhanced collaboration with specialized autism service providers. Family-Centered Services •The modes of collaboration and communication implemented within EBI services are helpful in informing and involving parents in interventions and decision-making regarding their child. This partnership is instrumental in fostering positive family experiences. With the aim of supporting the parent and caregiver to participate and build trust in the expertise of the school team, this family-centered approach and individualization should also be implemented throughout the transition to school and maintained subsequently. This could be encouraged by applying some of the practices used in EBI services, such as: (1) offering information and training sessions for parents on transition strategies and intervention strategies applied in school upfront; (2) involving parents in developing the intervention plan and in reevaluating this plan on a more frequent basis (presently, in school, the intervention plan is revised twice yearly, vs. every two weeks in EBI); and (3) offering clear and structured ways to support communication between school staff and parents. Transition Services •Formal transition services should plan for collaboration between service providers and parents at the three critical moments of the transition to ensure the continuity of support for families. School transition and related services should be regarded and planned longitudinally, in the context of the family's broader service trajectory. Relationship Building •A positive alliance between parents and service providers and the perception of staff as empathetic, trustworthy, and receptive are significant facilitators in the family-provider partnership and the efficacy of autism services. These relationships may act as a protective factor for families during critical transition periods. The presence of a service navigator could alleviate discontinuities in the service trajectory and provide a constant, supportive presence for parents. Guidelines and Training •A positive alliance between parents and service providers and the perception of staff as empathetic, trustworthy, and receptive are significant facilitators in the family-provider partnership and the efficacy of autism services. These relationships may act as a protective factor for families during critical transition periods. The presence of a service navigator could alleviate discontinuities in the service trajectory and provide a constant, supportive presence for parents. Guidelines and Training •Data on the perceived validity of services at school indicate a need to develop formal guidelines for effective intervention practices at school and provide training for school staff to ensure the adequate implementation of these practices. Inclusive Practices •The link between family- and child-related factors and parents' quality ratings suggests a need to diversify intervention practices to meet underserved populations' needs and focus on cultural sensitivity and strong relationships with diverse families. Girls' specific needs may not be met adequately by current EBI and school-based services. Parents would benefit from education and tailored resources to promote and empower their advocacy practices for their child and maintaining support systems. Support for Challenging Behavior •Challenging behavior is consistently associated with low perceived service quality. Training and support in addressing challenging behavior should be prioritized at every stage of the school transition and with every stakeholder (EBI staff, school staff, and parents). There exist evidence-based interventions to bolster training and interventions on challenging behavior within early intervention and school contexts (see Dunlap et al., 2022). Parent Involvement in Evaluating Services •Instruments such as ETAP involve parents in evaluating the services that concern them and help guide initiatives to address existing needs. Collaborative and participatory research should be part of the routine evaluation of transition services and other milestones along families' service trajectory, as part of efforts to bridge the research-to-practice gap in real-world intervention and education settings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-024-06594-x |
