CoChat
Sign Up
Cited by 40Autism Spectrum Disorder ResearchFamily and Disability Support ResearchDisability Education and Employment

Parental perspectives on the transition to secondary school for students with Asperger syndrome and high‐functioning autism: a pilot survey study

Open access
Peters, Rachel, Brooks, Rob·2016·British Journal of Special Education
DOI 10.1111/1467-8578.12125
Open this paper in CoChat — free accountOpen PDF

Abstract

The transition to secondary school is a common cause of stress and anxiety, which can be exacerbated by the innate characteristics associated with Asperger syndrome (AS) and high‐functioning autism (HFA). This study aimed to explore experiences of the transition to secondary school for students with AS/HFA from the parental perspective. Seventeen parents of children with AS/HFA from the north of England completed an online questionnaire about their child's school transitional experience. Responses indicated that there were a number of factors that influenced the experiences of pupils with AS/HFA at school and the preceding transition, including anxiety, bullying, friendship and support at school. Girls with AS/HFA presented with unique issues not commonly seen in the male dominated condition. The transition to secondary school was seen to encompass a number of difficulties for students with AS/HFA. Health and educational services can learn from the experiences explored in this survey in order to inform future practice.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1111/1467-8578.12125

Cites

4 of 4 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Research works printed but not linked: 29

  1. Adreon, D. & Stella, J. (2001) 'Transition to Middle and High School: Increasing the Success for Students with Asperger Syndrome', Intervention in School and Clinic, 36(5), 266-271.
  2. Carter, S. (2009) 'Bullying of Students with Asperger Syndrome', Issues on Comprehensive Pediatric Nursing, 32(3), 145-154.
  3. Coster, W., Law, M., Bedell, G., Liljenquist, K., Kao, Y. Khetani, M. & Teplicky, R. (2013) 'School participation, supports and barriers of students with and without disabilities', Child: care, health and development, 39(4), 535-543.
  4. Cridland, E., Jones, S., Caputi, P., & Magee, C. (2014) 'Being a Girl in a Boys' World: Investigating the Experiences of Girls with Autism Spectrum Disorders During Adolescence', Journal of Autism and Developmental Disabilities, 44(6), 11261-1274.
  5. Dann, R. (2011) 'Secondary transition experiences for pupils with Autism Spectrum Conditions (ASCs)', Educational Psychology in Practice, 27(3), 293-312.
  6. Davis, N. (2009) 'Autism and Transition: A Nonlinear Dynamics Systems Perspective', Journal of Occupational Therapy, Schools & Early Intervention, 2(3-4), 221-237.
  7. Dixon, R. & Tanner, K. (2013) 'The Experience of Transitioning Two Adolescents with Asperger Syndrome in Academically Focused High Schools', Australasian Journal of Special Education, 37(1), 28-48.
  8. Hebron, J. & Humphrey, N. (2014) 'Mental health difficulties among young people on autistic spectrum in mainstream schools: a comparative study', Journal of Research in Special Educational Needs, 14(1), 22-32.
  9. Hilton, C., Crouch, M. & Israel, H. (2008) 'Out-of-school participation patterns in children with high functioning autism spectrum disorders', American Journal of Occupational Therapy, 62(5), 554-563.
  10. Hinder, E. & Ashburner, J. (2010) 'Occupation-centred Intervention in the School Setting', in S. Rodgers (ed) Occupation-Centred Practice with Children: A Practice Guide for Occupational Therapists. Oxford: Wiley-Blackwell Publishing.
  11. Humphrey, N. & Lewis, S. (2008) ''Make me normal': the views and experience of pupils on the autistic spectrum in mainstream secondary school', Autism, 12(23), 23-46.
  12. Jackson Brewin, B., Renwick, R. & Fudge Schormans, A. (2008) 'Parental Perspectives of the Quality of Life in School Environments for Children with Asperger Syndrome', Focus on Autism and Other Developmental Disabilities, 23(4), 242-252.
  13. Kuo, M., Orsmond, G., Cohn, E. & Coster, W. (2013) 'Friendship characteristics and activity patterns of adolescents with an autism spectrum disorder', Autism, 17(4), 481-500.
  14. Law, M., Petrenchik, T. Ziviani, J. & King, G. (2006) 'Participation of Children in School and Community', in S. Rodger & J, Ziviani (eds) Occupational Therapy with Children: Understanding Children's Occupations and Enabling Participation. Oxford: Blackwell Publishing.
  15. Linsday, S. Proulx, M. Thomson, N. & Scott, H. (2013) Educators' Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms, International Journal of Disability, Development and Education, 60(4), 347-362.
  16. Little, L., Sideris, J., Ausderau, K. & Baranek, G. (2014) 'Activity Participation Among Children with Autism Spectrum Disorder', American Journal of Occupational Therapy, 68(2), 177-185.
  17. Portway, S. & Johnson, B. (2005) Do you know I have Asperger's Syndrome? Risks of a non-obvious disability, Health, Risk & Society, 7(1), 73-83.
  18. Poulsen, A. & Ziviani, J. (2010) 'Enablement of Children's Leisure Participation', in S. Rodgers (ed) Occupation-Centred Practice with Children: A Practice Guide for Occupational Therapists. Oxford, Wiley-Blackwell Publishing.
  19. Rattray, J. & Jones, M. (2007) 'Essential elements of questionnaire design and development', Issues in Clinical Nursing, 16(2), 432-443.
  20. Sofronoff, K., Dark, E., Stone, V. (2011) 'Social vulnerability and bullying in children with Asperger Syndrome', Autism, 15(3), 355-372.
  21. Symes, W. & Humphrey, N. (2010) 'Peer-group indicators of social inclusion among people with autism spectrum disorders (ASD) in mainstream secondary schools', School Psychology International, 31(5), 478-494.
  22. Thomas, K., Ellis, A. McLaurin, C., Daniels, J. & Morrissey, J. (2007) 'Access to Care for Autism Related Services', Journal of Autism and Developmental Disabilities, 37(10), 1902-1910.
  23. Tobias, A. (2009) 'Supporting students with autistic spectrum disorder (ASD) at secondary school: a parent and student perspective', Educational Psychology in Practice, 25(2), 151-165.
  24. Tobin, H., Staunton, S., Mandy, W., Skuse, D., Hellriegel, J., Baykaner, O., Anderson, S. & Murin, M. (2012) 'A qualitative examination of parental experiences of the transition to mainstream secondary school for children with an autism spectrum disorder', Educational & Child Psychology, 29(1), 75-85.
  25. Wainscot, J., Naylor, P., Sutcliffe, P., Tantrum, D. & Williams, J. (2008) 'Relationships with Peers and Use of School Environment of Mainstream Secondary School Pupils with Asperger Syndrome (High Functioning Autism): A Case-Control Study', International Journal of Psychology and Psychological Therapy, 8(1), 25-38.
  26. Waters, S., Lester, L. & Cross, D. (2014) 'Transition to secondary school: expectation versus experience', Australian Journal of Education, 58(2), 153-162.
  27. White, S. W., Oswald, D., Ollendick, T. & Scahill, L. (2009) 'Anxiety in children and adults with autism spectrum disorder', Clinical Psychology Review, 29(3), 216-29.
  28. Zablotsky, B., Bradshaw, C., Anderson, C. & Law, P. (2014) 'Risk factors for bullying among children with autism spectrum disorders', Autism, 18(4), 419-427.
  29. Zeedyk., M., Gallacher, J. Henderson, M., Hope, Gillian, H., Husband, B. & Lindsay, K. (2003) 'Negotiating the Transition from Primary to Secondary School: Perceptions of Pupils, Parents and Teachers', School Psychology International, 24(1), 67-78.

Cited by

Sorted by citations

Authors
Peters, R., & Brooks, R.
Corresponding author
Peters, Rachel
ORCID
Brooks, Rob
Venue
British Journal of Special Education
Publisher
Wiley
Published
2016-03
Volume
43
Issue
1
Pages
75-91
ISSN
  • 0952-3383 (ISSN-L)
  • 1467-8578
DOI
10.1111/1467-8578.12125
OpenAlex
W2310759670
Cited by
40
References
4
Citations by year
2026: 3 · 2024: 2 · 2023: 5 · 2022: 6 · 2021: 5 · 2020: 7 · 2019: 5 · 2018: 2 · 2017: 4
FWCI
2.34
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 22 d)
Locations
  • British Journal of Special Education (publishedVersion)
  • Leeds Beckett Repository (Leeds Beckett University) (submittedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
  • Social Sciences › Safety Research › Disability Education and Employment
Keywords
Asperger syndrome, high-functioning autism, transition to secondary school, parental attitudes, transition to school, anxiety, bullying, friendship, school support, gender differences, autism spectrum disorder

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review