Children with autism spectrum disorder (ASD), their families, and teachers face many challenges during the transition from early intervention into public education. One tool that may facilitate and streamline this transition is the use of a comprehensive transition assessment. The purpose of the current study was to conduct a systematic literature review on peer-reviewed kindergarten transition assessments for children with ASD. The systematic literature review yielded six studies that met inclusion criterion. Within those six studies, 20 assessments were analyzed by reviewing the (1) type of assessment, (2) assessment timeline, and (3) use of assessment results. The results of this study showed the majority (80%) of studies used indirect assessment measures. Of the assessments used, 20% utilized the results in an instructional manner, while the remaining were used descriptively. Implications of these findings and directions for future research are discussed.

Figure 1. PRISMA diagram showing search strategy.pdf (264 kB)
Search strategy

Table 1 Synthesis of articles (option 2).pdf (97 kB)
Synthesis of articles

Figure 2 Type of Assessment.pdf (107 kB)
Type of Assessment

Figure 3 Indirect Type.pdf (50 kB)
Indirect Type