The transition from intensive behavioural intervention programs to the school system: the experiences of the transition team

Students with ASD may experience challenges in school; however, literature suggests that they should still have access to public education with appropriate services and supports (Burge, Ouellette-Kuntz, Hutchinson & Box, 2008; Levy & Perry, 2008; Mesibov & Shea, 1996; Odom, 2000; Porter, 2008). The purpose of the current study was to examine the views and perceptions of those involved in the transition of students with ASD from IBI to school in Northern Ontario. Using a mixed-methods approach, members of multiple transition teams were asked to complete The Transition Beliefs Inventory (Levy & Perry, 2008) and the Transition Practices Questionnaire (Levy & Perry, 2008) to assess their transition beliefs and experiences. The results of this study suggest that the transition is occurring as outlined by the North region Autism Intervention Program (AIP) and the Connections for Students model and could be used to inform continuous improvement of service and practices.

Name thesis:degree_name

Master of Arts (MA) in Psychology

Grantor dc:publisher

Laurentian University of Sudbury

Year dc:date.issued

2014

Author dc:creator

• Price, Stephanie R.

• Autism
• Intensive behaviour interventions
• ASD
• Education
• Schools in Northern Ontario

Language dc:language.iso

en

Repository record dc:identifier.uri

https://laurentian.scholaris.ca/handle/10219/2156

OAI record oai:identifier

https://laurentian.scholaris.ca/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Alaurentian.scholaris.ca%3A10219%2F2156