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Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum.

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Title: Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum.
Authors: Nuske, Heather J., Smith, Tristram, Levato, Lynne, Bronstein, Briana, Sparapani, Nicole, Garcia, Consuelo, Castellon, Fernanda, Lee, Hyon Soo, Vejnoska, Sarah F., Hochheimer, Samantha, Fitzgerald, Amber R., Chiappe, Jenny C., Nunnally, Amanda Dimachkie, Li, Jennica, Shih, Wendy, Brown, Ashlee, Cullen, Michelle, Hund, Lisa M., Stahmer, Aubyn C., Iadarola, Suzannah
Source: Journal of Autism & Developmental Disorders. Sep2025, Vol. 55 Issue 9, p3100-3117. 18p.
Subjects: Treatment of autism, Medical care research, Research funding, Schools, Statistical sampling, Evaluation of human services programs, Parent-child relationships, Mentoring, Treatment effectiveness, Randomized controlled trials, Descriptive statistics, Students, Transitional care, Caregivers, Communication, Child development, Asperger's syndrome, Comparative studies, Evidence-based medicine, School health services
Abstract: New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum.
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  Data: <searchLink fieldCode="AR" term="%22Nuske%2C+Heather+J%2E%22">Nuske, Heather J.</searchLink><br /><searchLink fieldCode="AR" term="%22Smith%2C+Tristram%22">Smith, Tristram</searchLink><br /><searchLink fieldCode="AR" term="%22Levato%2C+Lynne%22">Levato, Lynne</searchLink><br /><searchLink fieldCode="AR" term="%22Bronstein%2C+Briana%22">Bronstein, Briana</searchLink><br /><searchLink fieldCode="AR" term="%22Sparapani%2C+Nicole%22">Sparapani, Nicole</searchLink><br /><searchLink fieldCode="AR" term="%22Garcia%2C+Consuelo%22">Garcia, Consuelo</searchLink><br /><searchLink fieldCode="AR" term="%22Castellon%2C+Fernanda%22">Castellon, Fernanda</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+Hyon+Soo%22">Lee, Hyon Soo</searchLink><br /><searchLink fieldCode="AR" term="%22Vejnoska%2C+Sarah+F%2E%22">Vejnoska, Sarah F.</searchLink><br /><searchLink fieldCode="AR" term="%22Hochheimer%2C+Samantha%22">Hochheimer, Samantha</searchLink><br /><searchLink fieldCode="AR" term="%22Fitzgerald%2C+Amber+R%2E%22">Fitzgerald, Amber R.</searchLink><br /><searchLink fieldCode="AR" term="%22Chiappe%2C+Jenny+C%2E%22">Chiappe, Jenny C.</searchLink><br /><searchLink fieldCode="AR" term="%22Nunnally%2C+Amanda+Dimachkie%22">Nunnally, Amanda Dimachkie</searchLink><br /><searchLink fieldCode="AR" term="%22Li%2C+Jennica%22">Li, Jennica</searchLink><br /><searchLink fieldCode="AR" term="%22Shih%2C+Wendy%22">Shih, Wendy</searchLink><br /><searchLink fieldCode="AR" term="%22Brown%2C+Ashlee%22">Brown, Ashlee</searchLink><br /><searchLink fieldCode="AR" term="%22Cullen%2C+Michelle%22">Cullen, Michelle</searchLink><br /><searchLink fieldCode="AR" term="%22Hund%2C+Lisa+M%2E%22">Hund, Lisa M.</searchLink><br /><searchLink fieldCode="AR" term="%22Stahmer%2C+Aubyn+C%2E%22">Stahmer, Aubyn C.</searchLink><br /><searchLink fieldCode="AR" term="%22Iadarola%2C+Suzannah%22">Iadarola, Suzannah</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Sep2025, Vol. 55 Issue 9, p3100-3117. 18p.
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  Data: New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10803-024-06285-7
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      – SubjectFull: Treatment of autism
        Type: general
      – SubjectFull: Medical care research
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      – SubjectFull: Research funding
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