{"id":{"repo_id":"laurentian","oai_identifier":"oai:laurentian.scholaris.ca:10219/2156"},"canonical_url":"https://search.dev.ndltd.org/etd/laurentian/oai:laurentian.scholaris.ca:10219/2156","repository":{"repo_id":"laurentian","name":"Laurentian University","base_url":"https://laurentian.scholaris.ca/server/oai/request"},"display":{"title":"The transition from intensive behavioural intervention programs to the school system: the experiences of the transition team","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Price, Stephanie R."],"institution":"Laurentian University of Sudbury","degree_name":"Master of Arts (MA) in Psychology","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-03-19","date_published":"2014-03-19","updated_at":"2026-08-21T16:45:55Z","subjects":["Autism","Intensive behaviour interventions","ASD","Education","Schools in Northern Ontario"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://laurentian.scholaris.ca/handle/10219/2156","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://laurentian.scholaris.ca/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Alaurentian.scholaris.ca%3A10219%2F2156","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Price, Stephanie R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-19T14:32:05Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-19T14:32:05Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-03-19"]},{"key":"dc:publisher","label":"Institution","values":["Laurentian University of Sudbury"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA) in Psychology"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Laurentian University of Sudbury"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autism","Intensive behaviour interventions","ASD","Education","Schools in Northern Ontario"]}]},{"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://laurentian.scholaris.ca/handle/10219/2156"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["The transition from intensive behavioural intervention programs to the school system: the experiences of the transition team"]}]}],"canonical_facts":{"dc:creator":["Price, Stephanie R."],"dc:date.accessioned":["2014-03-19T14:32:05Z"],"dc:date.available":["2014-03-19T14:32:05Z"],"dc:date.issued":["2014-03-19"],"dc:description.abstract":["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."],"dc:identifier.uri":["https://laurentian.scholaris.ca/handle/10219/2156"],"dc:language.iso":["en"],"dc:publisher":["Laurentian University of Sudbury"],"dc:subject":["Autism","Intensive behaviour interventions","ASD","Education","Schools in Northern Ontario"],"dc:title":["The transition from intensive behavioural intervention programs to the school system: the experiences of the transition team"],"thesis:degree_name":["Master of Arts (MA) in Psychology"],"thesis:institution_name":["Laurentian University of Sudbury"]},"updated_at":"2026-08-21T16:45:55Z"}