Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 3 |
Since 2006 (last 20 years) | 3 |
Descriptor
Behavior Problems | 3 |
Foreign Countries | 3 |
Transitional Programs | 3 |
Child Behavior | 2 |
Mental Health | 2 |
Questionnaires | 2 |
Screening Tests | 2 |
Secondary School Students | 2 |
Adjustment (to Environment) | 1 |
Advocacy | 1 |
Anxiety | 1 |
More ▼ |
Author
A. Ludlow | 1 |
Akister, Jane | 1 |
Burch, Sarah | 1 |
Frederickson, Norah | 1 |
Guest, Hannah | 1 |
L. Yates | 1 |
Neal, Sinead | 1 |
S. Keville | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Tests/Questionnaires | 1 |
Education Level
Secondary Education | 3 |
Audience
Location
United Kingdom | 3 |
Laws, Policies, & Programs
Assessments and Surveys
Strengths and Difficulties… | 2 |
Cognitive Abilities Test | 1 |
What Works Clearinghouse Rating
L. Yates; S. Keville; A. Ludlow – International Journal of Developmental Disabilities, 2024
The transition from primary to secondary school is a stressful period for autistic individuals. However, less is known about parental experiences of the school transition, and its impact on the family. This study explored mothers' perspectives on the psychological impact of the transition to secondary school for their autistic children and their…
Descriptors: Autism Spectrum Disorders, Mothers, Parent Attitudes, Adjustment (to Environment)
Akister, Jane; Guest, Hannah; Burch, Sarah – International Education Studies, 2016
Promoting child mental wellbeing is an important part of UK early intervention policy. Children with poor physical or mental health have significantly lower educational attainment and lower social status as adults. "Activity" projects are one form of early intervention used to try and help vulnerable children. Evidence relating to the…
Descriptors: Children, Well Being, Transitional Programs, Secondary Education
Neal, Sinead; Frederickson, Norah – Educational Psychology in Practice, 2016
The transition to secondary school is considered difficult for children with autistic spectrum disorder (ASD), yet there has been little strength-based investigation of positive experiences of this population and the types of support they value most in managing anxiety about transition. The current article presents a qualitative exploration of the…
Descriptors: Autism, Pervasive Developmental Disorders, Transitional Programs, Secondary School Students