Banerjee, R., & Horn, E. (2013). Supporting Classroom Transitions Between Daily Routines: Strategies and Tips. Young Exceptional Children, 16(2), 3–14. https://doi.org/10.1177/1096250612446853
Beamish, W., Meadows, D., & Davies, M. (2012). Benchmarking Teacher Practice in Queensland Transition Programs for Youth With Intellectual Disability and Autism. The Journal of Special Education, 45(4), 227–241. https://doi.org/10.1177/0022466910366602
Berkell Zager, D., Wehmeyer, M. L., & Simpson, R. L. (2012). Educating students with autism spectrum disorders: research-based principles and practices [Electronic resource]. Routledge. http://libraryproxy.griffith.edu.au/login?url=https://ebookcentral.proquest.com/lib/griffith/detail.action?docID=728252
Branson, D. M., & Bingham, A. (2009). Using Interagency Collaboration to Support Family-Centered Transition Practices. Young Exceptional Children, 12(3), 15–31. https://doi.org/10.1177/1096250609332306
Buron, K. D., Wolfberg, P. J., & Gray, C. (2008). Learners on the autism spectrum: preparing highly qualified educators (1st ed). Autism Asperger Pub. Co.
Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433–441. https://doi.org/10.1016/j.rasd.2010.06.006
Dettmer, S., Simpson, R. L., Smith Myles, B., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with Autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163–169. http://libraryproxy.griffith.edu.au/login?url=http://search.proquest.com/docview/205053560/fulltext?accountid=14543
Dillon, G. V., & Underwood, J. D. M. (2012). Parental Perspectives of Students With Autism Spectrum Disorders Transitioning From Primary to Secondary School in the United Kingdom. Focus on Autism and Other Developmental Disabilities, 27(2), 111–121. https://doi.org/10.1177/1088357612441827
Dockett, S., Perry, B., & Kearney, E. (2012). Family transitions as children start school. Family Matters : Newsletter of the Australian Institute of Family Studies, 90, 57–67. http://libraryproxy.griffith.edu.au/login?url=https://search.informit.com.au/documentSummary;dn=789878526345705;res=IELFSC
Gabriels, R. L., Hill, D. E., & ebrary, Inc. (2007). Growing up with autism: working with school-age children and adolescents. Guilford Press. http://libraryproxy.griffith.edu.au/login?url=http://site.ebrary.com/lib/griffith/Top?id=10201035
Hagner, D., Kurtz, A., Cloutier, H., Arakelian, C., Brucker, D. L., & May, J. (2012). Outcomes of a Family-Centered Transition Process for Students With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 27(1), 42–50. https://doi.org/10.1177/1088357611430841
Hall, L. J. (2012). Autism spectrum disorders: from theory to practice (2nd ed). Pearson.
Held, M. F., Thoma, C. A., & Thomas, K. (151 C.E.). Focus on Autism and Other Developmental Disabilities. Focus on Autism and Other Developmental Disabilities, 19(3), 177–188. http://libraryproxy.griffith.edu.au/login?url=http://search.proquest.com/docview/205062020/37E3C85E56E24089PQ/7?accountid=14543
Hemmeter, M. L., Michaelene M. Ostrosky, Artman, K. M., & Kinder, K. A. (2008). Moving Right Along . . .: Planning Transitions to Prevent Challenging Behavior. YC Young Children, 63(3), 18–25. http://libraryproxy.griffith.edu.au/login?url=http://www.jstor.org/stable/42730994?seq=1#page_scan_tab_contents
Hetherington, S. A., Durant-Jones, L., Johnson, K., Nolan, K., Smith, E., Taylor-Brown, S., & Tuttle, J. (2010). The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning. Focus on Autism and Other Developmental Disabilities, 25(3), 163–172. https://doi.org/10.1177/1088357610373760
Hewitt, L. E. (n.d.). Perspectives on Support Needs of Individuals With Autism Spectrum Disorders: Transition to College. Topics in Language Disorders, 31(3), 273–285. http://libraryproxy.griffith.edu.au/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00011363-201107000-00008&LSLINK=80&D=ovft
Keane, E., Aldridge, F. J., Costley, D., & Clark, T. (2012). Students with autism in regular classes: a long-term follow-up study of a satellite class transition model. International Journal of Inclusive Education, 16(10), 1001–1017. https://doi.org/10.1080/13603116.2010.538865
Lacava, P. G. (2005). Facilitate Transitions. Intervention in School and Clinic, 41(1), 46–48. https://doi.org/10.1177/10534512050410011201
Lawson, W. (1998). My Life as an Exchange Student with Asperger Syndrome on an Exchange Programme from Monash University, Australia to the University of Bradford, England. Autism, 2(3), 290–295. https://doi.org/10.1177/1362361398023007
McIntosh, K. (2004). Teaching Transitions: Techniques for Promoting Success Between Lessons. Teaching Exceptional Children, 37(1), 32–38. http://libraryproxy.griffith.edu.au/login?url=http://search.proquest.com/docview/201168576?accountid=14543
Milley, A., & Machalicek, W. (2012). Decreasing Students’ Reliance on Adults: A Strategic Guide for Teachers of Students With Autism Spectrum Disorders. Intervention in School and Clinic, 48(2), 67–75. https://doi.org/10.1177/1053451212449739
Quintero, N., & Mcintyre, L. L. (2011). Kindergarten transition preparation: A comparison of teacher and parent practices for children with Autism and other developmental disabilities. Early Childhood Education Journal, 38(6), 411–420. http://libraryproxy.griffith.edu.au/login?url=https://search.proquest.com/docview/853332677/C64087230F934F99PQ/3?accountid=14543
Roberts, K. D. (2010). Topic Areas to Consider When Planning Transition From High School to Postsecondary Education for Students With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 25(3), 158–162. https://doi.org/10.1177/1088357610371476
Smith, L. E., & Anderson, K. A. (2014). The Roles and Needs of Families of Adolescents With ASD. Remedial and Special Education, 35(2), 114–122. https://doi.org/10.1177/0741932513514616
Smith, T., Reich, D., & Ebooks Corporation. (2012). Making inclusion work for students with Autism spectrum disorders: an evidence-based guide. Guilford Press. http://libraryproxy.griffith.edu.au/login?url=http://www.griffith.eblib.com.AU/EBLWeb/patron/?target=patron&extendedid=P_793713_0
Sterling-Turner, H. E., & Jordan, S. S. (2007). Interventions addressing transition difficulties for individuals with autism. Psychology in the Schools, 44(7), 681–690. https://doi.org/10.1002/pits.20257
Taylor, J. L., & Seltzer, M. M. (151 C.E.). Employment and post-secondary educational activities for young adults with autism disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41(5), 566–574. http://libraryproxy.griffith.edu.au/login?url=https://search.proquest.com/docview/861802348/fulltextPDF?accountid=14543
Test, D. W., Smith, L. E., & Carter, E. W. (2014). Equipping Youth With Autism Spectrum Disorders for Adulthood: Promoting Rigor, Relevance, and Relationships. Remedial and Special Education, 35(2), 80–90. https://doi.org/10.1177/0741932513514857
Thiemann-Bourque, K. (2010). Navigating the transition to middle school: Peer network programming for students With Autism. ASHA Leader, 15(5), 12–15. http://libraryproxy.griffith.edu.au/login?url=https://search.proquest.com/docview/218095327/3C1CEC6DB0DD40B3PQ/14?accountid=14543
Wildenger, L. K., McIntyre, L. L., Fiese, B. H., & Eckert, T. L. (2008). Children’s daily routines during kindergarten transition. Early Childhood Education Journal, 36(1), 69–74. https://doi.org/10.1007/s10643-008-0255-2
Zager, D., & Alpern, C. S. (2010). College-Based Inclusion Programming for Transition-Age Students With Autism. Focus on Autism and Other Developmental Disabilities, 25(3), 151–157. https://doi.org/10.1177/1088357610371331