{"id":{"repo_id":"houston","oai_identifier":"oai:uh-ir.tdl.org:10657/19870"},"canonical_url":"https://search.dev.ndltd.org/etd/houston/oai:uh-ir.tdl.org:10657/19870","repository":{"repo_id":"houston","name":"University of Houston","base_url":"https://uh-ir.tdl.org/server/oai/request"},"display":{"title":"The Transition to Kindergarten for Autistic Children: A Three-Part Study Examining Systems Level Influences on the Transition","abstract":"Background: For children on the autism spectrum, the transition into kindergarten presents unique challenges that may require specific supports and services. Despite research highlighting effective ways to help prepare for and begin kindergarten, caregivers of children with this diagnosis report challenges receiving adequate support and services for their child during this transition. Moreover, socioeconomically, culturally, and linguistically diverse (SCLD) caregivers have reported additional challenges during the transition. Purpose: Broadly, the goal of these studies is to examine parents’ and teachers’ perspectives on and experiences during the transition to kindergarten. Study 1 explored pre-service teachers’ knowledge and attitudes about autism and the transition to kindergarten for autistic children and examined predictors of the importance of transition practices. Study 2 aimed to compare the transition experiences of English and Spanish-speaking caregivers of autistic children, before and during the Covid-19 pandemic. Study 3 used focus groups to explore in-depth and compare the experiences of Hispanic/Latine caregivers of children with autism who transitioned to kindergarten during the Covid-19 pandemic. Methods: Study 1 collected data from 71 pre-service teachers from across the United States. Study 2 used a survey to collect data from 200 SCLD caregivers of autistic children who were in kindergarten at some point within the past five years. MANOVA analyses examined the association between time of transition (pre vs. during the pandemic), race, ethnicity, generational status, and language with the use of transition practices and perceived transition success. Study 3 used a thematic analysis (Braun & Clarke, 2003) to analyze qualitative data collected from four Hispanic/Latine mothers of autistic children about their child’s kindergarten transition experience. Results: A multiple regression analysis revealed knowledge of autism, knowledge of transition practices, and beliefs about how others perceive the transition to kindergarten did not predict ratings of importance of transition practices. MANOVA analyses revealed that special education pre-service teachers had higher knowledge of autism and subjective norm belief scores compared to other pre-service teachers (Jellinek et al., 2022). In Study 2, findings indicated SCLD caregivers experienced challenges during their child’s transition including their child’s behavioral and social difficulties, school and teacher knowledge, and communication and relationship difficulties with their child’s school. Moreover, there was significantly lower use of transition practices and rated transition success for first generation immigrants compared to third generation immigrants, and for Black and White participants who identified as Hispanic/Latine compared to those who do not. In Study 3, findings highlighted that Hispanic/Latine mothers reported kindergarten transition challenges including developing and maintaining trusting relationships with their child’s school, a lack of knowledge about autism by teachers and within their community, and that language and communication barriers influenced their experiences and their child’s during the kindergarten transition. Further, parents reported a commitment to advocating for their child and distinct facilitators including talking with other parents and trusted providers. Discussion: The transition to kindergarten is a pivotal process as it lays the foundation for a child’s future schooling, yet there are many barriers to success that children with autism encounter during this process. Outcomes from these studies will further clarify barriers to the transition process and present opportunities to bolster the systems that support marginalized autistic children and their families during this process.","abstract_html":"Background: For children on the autism spectrum, the transition into kindergarten presents unique challenges that may require specific supports and services. Despite research highlighting effective ways to help prepare for and begin kindergarten, caregivers of children with this diagnosis report challenges receiving adequate support and services for their child during this transition. Moreover, socioeconomically, culturally, and linguistically diverse (SCLD) caregivers have reported additional challenges during the transition. Purpose: Broadly, the goal of these studies is to examine parents’ and teachers’ perspectives on and experiences during the transition to kindergarten. Study 1 explored pre-service teachers’ knowledge and attitudes about autism and the transition to kindergarten for autistic children and examined predictors of the importance of transition practices. Study 2 aimed to compare the transition experiences of English and Spanish-speaking caregivers of autistic children, before and during the Covid-19 pandemic. Study 3 used focus groups to explore in-depth and compare the experiences of Hispanic/Latine caregivers of children with autism who transitioned to kindergarten during the Covid-19 pandemic. Methods: Study 1 collected data from 71 pre-service teachers from across the United States. Study 2 used a survey to collect data from 200 SCLD caregivers of autistic children who were in kindergarten at some point within the past five years. MANOVA analyses examined the association between time of transition (pre vs. during the pandemic), race, ethnicity, generational status, and language with the use of transition practices and perceived transition success. Study 3 used a thematic analysis (Braun & Clarke, 2003) to analyze qualitative data collected from four Hispanic/Latine mothers of autistic children about their child’s kindergarten transition experience. Results: A multiple regression analysis revealed knowledge of autism, knowledge of transition practices, and beliefs about how others perceive the transition to kindergarten did not predict ratings of importance of transition practices. MANOVA analyses revealed that special education pre-service teachers had higher knowledge of autism and subjective norm belief scores compared to other pre-service teachers (Jellinek et al., 2022). In Study 2, findings indicated SCLD caregivers experienced challenges during their child’s transition including their child’s behavioral and social difficulties, school and teacher knowledge, and communication and relationship difficulties with their child’s school. Moreover, there was significantly lower use of transition practices and rated transition success for first generation immigrants compared to third generation immigrants, and for Black and White participants who identified as Hispanic/Latine compared to those who do not. In Study 3, findings highlighted that Hispanic/Latine mothers reported kindergarten transition challenges including developing and maintaining trusting relationships with their child’s school, a lack of knowledge about autism by teachers and within their community, and that language and communication barriers influenced their experiences and their child’s during the kindergarten transition. Further, parents reported a commitment to advocating for their child and distinct facilitators including talking with other parents and trusted providers. Discussion: The transition to kindergarten is a pivotal process as it lays the foundation for a child’s future schooling, yet there are many barriers to success that children with autism encounter during this process. Outcomes from these studies will further clarify barriers to the transition process and present opportunities to bolster the systems that support marginalized autistic children and their families during this process.","abstract_has_math":false,"creators":["Jellinek-Russo, Emily Rose"],"institution":"University of Houston","degree_name":"Doctor of Philosophy","degree_level":null,"degree_discipline":"School Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Keller-Margulis, Milena"],"committee_chairs":[],"committee_members":["Gonzalez, Jorge","Fein, Rachel H","Mire, Sarah S","Day, Susan X"],"year":2024,"date_issued":"2024-08","date_published":"2024-08","updated_at":"2026-07-24T02:31:47Z","subjects":["Psychology"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10657/19870","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Keller-Margulis, Milena"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Gonzalez, Jorge","Fein, Rachel H","Mire, Sarah S","Day, Susan X"]},{"key":"dc:creator","label":"Author","values":["Jellinek-Russo, Emily Rose"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-25T19:16:13Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-08"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Houston"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10657/19870"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Background: For children on the autism spectrum, the transition into kindergarten presents unique challenges that may require specific supports and services. Despite research highlighting effective ways to help prepare for and begin kindergarten, caregivers of children with this diagnosis report challenges receiving adequate support and services for their child during this transition. Moreover, socioeconomically, culturally, and linguistically diverse (SCLD) caregivers have reported additional challenges during the transition. Purpose: Broadly, the goal of these studies is to examine parents’ and teachers’ perspectives on and experiences during the transition to kindergarten. Study 1 explored pre-service teachers’ knowledge and attitudes about autism and the transition to kindergarten for autistic children and examined predictors of the importance of transition practices. Study 2 aimed to compare the transition experiences of English and Spanish-speaking caregivers of autistic children, before and during the Covid-19 pandemic. Study 3 used focus groups to explore in-depth and compare the experiences of Hispanic/Latine caregivers of children with autism who transitioned to kindergarten during the Covid-19 pandemic. Methods: Study 1 collected data from 71 pre-service teachers from across the United States. Study 2 used a survey to collect data from 200 SCLD caregivers of autistic children who were in kindergarten at some point within the past five years. MANOVA analyses examined the association between time of transition (pre vs. during the pandemic), race, ethnicity, generational status, and language with the use of transition practices and perceived transition success. Study 3 used a thematic analysis (Braun & Clarke, 2003) to analyze qualitative data collected from four Hispanic/Latine mothers of autistic children about their child’s kindergarten transition experience. Results: A multiple regression analysis revealed knowledge of autism, knowledge of transition practices, and beliefs about how others perceive the transition to kindergarten did not predict ratings of importance of transition practices. MANOVA analyses revealed that special education pre-service teachers had higher knowledge of autism and subjective norm belief scores compared to other pre-service teachers (Jellinek et al., 2022). In Study 2, findings indicated SCLD caregivers experienced challenges during their child’s transition including their child’s behavioral and social difficulties, school and teacher knowledge, and communication and relationship difficulties with their child’s school. Moreover, there was significantly lower use of transition practices and rated transition success for first generation immigrants compared to third generation immigrants, and for Black and White participants who identified as Hispanic/Latine compared to those who do not. In Study 3, findings highlighted that Hispanic/Latine mothers reported kindergarten transition challenges including developing and maintaining trusting relationships with their child’s school, a lack of knowledge about autism by teachers and within their community, and that language and communication barriers influenced their experiences and their child’s during the kindergarten transition. Further, parents reported a commitment to advocating for their child and distinct facilitators including talking with other parents and trusted providers. Discussion: The transition to kindergarten is a pivotal process as it lays the foundation for a child’s future schooling, yet there are many barriers to success that children with autism encounter during this process. Outcomes from these studies will further clarify barriers to the transition process and present opportunities to bolster the systems that support marginalized autistic children and their families during this process."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Transition to Kindergarten for Autistic Children: A Three-Part Study Examining Systems Level Influences on the Transition"]}]}],"canonical_facts":{"dc:contributor.advisor":["Keller-Margulis, Milena"],"dc:contributor.committeemember":["Gonzalez, Jorge","Fein, Rachel H","Mire, Sarah S","Day, Susan X"],"dc:creator":["Jellinek-Russo, Emily Rose"],"dc:date.accessioned":["2025-07-25T19:16:13Z"],"dc:date.issued":["2024-08"],"dc:description.abstract":["Background: For children on the autism spectrum, the transition into kindergarten presents unique challenges that may require specific supports and services. Despite research highlighting effective ways to help prepare for and begin kindergarten, caregivers of children with this diagnosis report challenges receiving adequate support and services for their child during this transition. Moreover, socioeconomically, culturally, and linguistically diverse (SCLD) caregivers have reported additional challenges during the transition. Purpose: Broadly, the goal of these studies is to examine parents’ and teachers’ perspectives on and experiences during the transition to kindergarten. Study 1 explored pre-service teachers’ knowledge and attitudes about autism and the transition to kindergarten for autistic children and examined predictors of the importance of transition practices. Study 2 aimed to compare the transition experiences of English and Spanish-speaking caregivers of autistic children, before and during the Covid-19 pandemic. Study 3 used focus groups to explore in-depth and compare the experiences of Hispanic/Latine caregivers of children with autism who transitioned to kindergarten during the Covid-19 pandemic. Methods: Study 1 collected data from 71 pre-service teachers from across the United States. Study 2 used a survey to collect data from 200 SCLD caregivers of autistic children who were in kindergarten at some point within the past five years. MANOVA analyses examined the association between time of transition (pre vs. during the pandemic), race, ethnicity, generational status, and language with the use of transition practices and perceived transition success. Study 3 used a thematic analysis (Braun & Clarke, 2003) to analyze qualitative data collected from four Hispanic/Latine mothers of autistic children about their child’s kindergarten transition experience. Results: A multiple regression analysis revealed knowledge of autism, knowledge of transition practices, and beliefs about how others perceive the transition to kindergarten did not predict ratings of importance of transition practices. MANOVA analyses revealed that special education pre-service teachers had higher knowledge of autism and subjective norm belief scores compared to other pre-service teachers (Jellinek et al., 2022). In Study 2, findings indicated SCLD caregivers experienced challenges during their child’s transition including their child’s behavioral and social difficulties, school and teacher knowledge, and communication and relationship difficulties with their child’s school. Moreover, there was significantly lower use of transition practices and rated transition success for first generation immigrants compared to third generation immigrants, and for Black and White participants who identified as Hispanic/Latine compared to those who do not. In Study 3, findings highlighted that Hispanic/Latine mothers reported kindergarten transition challenges including developing and maintaining trusting relationships with their child’s school, a lack of knowledge about autism by teachers and within their community, and that language and communication barriers influenced their experiences and their child’s during the kindergarten transition. Further, parents reported a commitment to advocating for their child and distinct facilitators including talking with other parents and trusted providers. Discussion: The transition to kindergarten is a pivotal process as it lays the foundation for a child’s future schooling, yet there are many barriers to success that children with autism encounter during this process. Outcomes from these studies will further clarify barriers to the transition process and present opportunities to bolster the systems that support marginalized autistic children and their families during this process."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/10657/19870"],"dc:language.iso":["en"],"dc:subject":["Psychology"],"dc:title":["The Transition to Kindergarten for Autistic Children: A Three-Part Study Examining Systems Level Influences on the Transition"],"dc:type":["Thesis"],"thesis:degree_discipline":["School Psychology"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["University of Houston"]},"updated_at":"2026-07-24T02:31:47Z"}