Prevention of absenteeism and school failure in students with ASD: Improving the transition from primary to secondary school

Properly diagnosed autism in early childhood is generally stable, but numerous changes in the clinical presentation of autism are observed. In general, children progress somewhat more in the field of social communication, than in the area of stereotypical and repetitive behavior. After the diagnosis is made, the greatest attention is paid to the early intervention, which is focused on the family and which has the most effect if the treatment fits into the daily routines. Therefore, parental support should be provided in childhood, both formal (professional support provided by early interventionists, special education teachers, pediatricians, speech and language therapists, etc.) and informal (support provided by family and friends).

Changes in the key symptoms of autism during adolescence are highly variable. While some people with autism have made progress in social skills and communication, some adolescents with ASD may experience 1-2 year periods of aggravation of behavioral symptoms (e.g., aggression, hyperactivity, insistence on sameness). Support needs during adolescence include:

• Education – adapting space, materials, approaches and, if necessary, educational outcomes. School-age children should be provided with access to education with appropriate support and adjustment through the creation of an individual educational program (IEP). Support should not be limited to the acquisition of school knowledge, but should also be focused on peer relationships, bullying prevention, and quality leisure time and community life.

• Transitional planning refers to the transition from one school to another, from one cycle of education to the next, or to the completion of schooling and the transition to the world of adults. Individual transition plans are separate documents in some countries, while legal regulations in some countries specify them as an integral part of the IEP. Transitional goals and services need to be defined for each student that will enable those goals to be achieved.

• Sexuality – informal and formal sexual education. 

• Health-care issues – medical and behavioral support needs.

Lifespan changes are highly variable across studies and individuals. Although it happens that some people with autism progress into adulthood, some of them show persistent or even worsening symptoms. Adult support refers to housing, employment, health-care needs, and long-term care challenges.