Published online Sep 22, 2017. doi: 10.5498/wjp.v7.i3.184
Peer-review started: January 18, 2017
First decision: May 22, 2017
Revised: May 29, 2017
Accepted: June 30, 2017
Article in press: July 3, 2017
Published online: September 22, 2017
Core tip: This systematic review examines current school transition research for children with autism spectrum disorder (ASD), focusing on school readiness, parents and teachers school transitions expectations and experiences, individual factors affecting school transition and school-based interventions. Research in this area is disparate and sparse, but suggests that children with ASD have more difficulty adjusting to school, particularly in relation to active engagement and social interactions with the teachers and peers. Teachers and parents agree comprehensive transition processes are needed throughout the first years. School-based intervention programs in the first years can improve cognitive, language and daily-living but more interventions are needed targeting social interaction.