Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism

• Published in: Social sciences (Basel) Vol. 10; no. 7; p. 247
• Main Authors: McGhee Hassrick, Elizabeth, Shih, Wendy, Nuske, Heather J., Vejnoska, Sarah F., Hochheimer, Samantha, Linares, Deborah E., Ventimiglia, Jonas, Carley, Kathleen M., Stahmer, Aubyn C., Smith, Tristram, Mandell, David, Kasari, Connie
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01-07-2021
• Subjects: autism; Autistic children; Collaboration; Communication; Continuity of care; Families & family life; lower income families; parent engagement; Parents & parenting; Problem solving; school transitions; Schools; Social capital; Social networks; Students; Success
• ISSN: 2076-0760; 2076-0760
• DOI: 10.3390/socsci10070247

Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially buffer a child with autism from the adverse effects caused by care disruptions. Qualities of social relationships, including trust and collaborative problem solving, can be measured using social network analysis. This study investigates if two different types of TAC relationships, defined as (1) the level of trust among team members and (2) the degree of collaborative problem solving among team members, are associated with perceived successful transitions for children with autism from lower income families. Findings suggested that TAC trust is significantly associated with the outcome of transition success for children with autism immediately post-transition.