Banerjee, R. and Horn, E. (2013) ‘Supporting Classroom Transitions Between Daily Routines: Strategies and Tips’, Young Exceptional Children, 16(2), pp. 3–14. Available at: https://doi.org/10.1177/1096250612446853.
Beamish, W., Meadows, D. and Davies, M. (2012) ‘Benchmarking Teacher Practice in Queensland Transition Programs for Youth With Intellectual Disability and Autism’, The Journal of Special Education, 45(4), pp. 227–241. Available at: https://doi.org/10.1177/0022466910366602.
Berkell Zager, D., Wehmeyer, M.L. and Simpson, R.L. (2012) Educating students with autism spectrum disorders: research-based principles and practices [electronic resource]. New York: Routledge. Available at: http://libraryproxy.griffith.edu.au/login?url=https://ebookcentral.proquest.com/lib/griffith/detail.action?docID=728252.
Branson, D.M. and Bingham, A. (2009) ‘Using Interagency Collaboration to Support Family-Centered Transition Practices’, Young Exceptional Children, 12(3), pp. 15–31. Available at: https://doi.org/10.1177/1096250609332306.
Buron, K.D., Wolfberg, P.J. and Gray, C. (2008) Learners on the autism spectrum: preparing highly qualified educators. 1st ed. Shawnee Mission, Kan: 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), pp. 433–441. Available at: https://doi.org/10.1016/j.rasd.2010.06.006.
Dettmer, S. et al. (2000) ‘The use of visual supports to facilitate transitions of students with Autism’, Focus on autism and other developmental disabilities, 15(3), pp. 163–169. Available at: http://libraryproxy.griffith.edu.au/login?url=http://search.proquest.com/docview/205053560/fulltext?accountid=14543.
Dillon, G.V. and 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), pp. 111–121. Available at: https://doi.org/10.1177/1088357612441827.
Dockett, S., Perry, B. and Kearney, E. (2012) ‘Family transitions as children start school’, Family matters : newsletter of the Australian Institute of Family Studies, (90), pp. 57–67. Available at: http://libraryproxy.griffith.edu.au/login?url=https://search.informit.com.au/documentSummary;dn=789878526345705;res=IELFSC.
Gabriels, R.L., Hill, D.E., and ebrary, Inc (2007) Growing up with autism: working with school-age children and adolescents. New York: Guilford Press. Available at: http://libraryproxy.griffith.edu.au/login?url=http://site.ebrary.com/lib/griffith/Top?id=10201035.
Hagner, D. et al. (2012) ‘Outcomes of a Family-Centered Transition Process for Students With Autism Spectrum Disorders’, Focus on Autism and Other Developmental Disabilities, 27(1), pp. 42–50. Available at: https://doi.org/10.1177/1088357611430841.
Hall, L.J. (2012) Autism spectrum disorders: from theory to practice. 2nd ed. Boston: Pearson.
Held, M.F., Thoma, C.A. and Thomas, K. (151AD) ‘Focus on Autism and Other Developmental Disabilities’, Focus on autism and other developmental disabilities, 19(3), pp. 177–188. Available at: http://libraryproxy.griffith.edu.au/login?url=http://search.proquest.com/docview/205062020/37E3C85E56E24089PQ/7?accountid=14543.
Hemmeter, M.L. et al. (2008) ‘Moving Right Along . . .: Planning Transitions to Prevent Challenging Behavior’, YC Young Children, 63(3), pp. 18–25. Available at: http://libraryproxy.griffith.edu.au/login?url=http://www.jstor.org/stable/42730994?seq=1#page_scan_tab_contents.
Hetherington, S.A. et al. (2010) ‘The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning’, Focus on Autism and Other Developmental Disabilities, 25(3), pp. 163–172. Available at: https://doi.org/10.1177/1088357610373760.
Hewitt, L.E. (no date) ‘Perspectives on Support Needs of Individuals With Autism Spectrum Disorders: Transition to College’, Topics in Language Disorders, 31(3), pp. 273–285. Available at: 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. et al. (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), pp. 1001–1017. Available at: https://doi.org/10.1080/13603116.2010.538865.
Lacava, P.G. (2005) ‘Facilitate Transitions’, Intervention in School and Clinic, 41(1), pp. 46–48. Available at: 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), pp. 290–295. Available at: https://doi.org/10.1177/1362361398023007.
McIntosh, K. (2004) ‘Teaching Transitions: Techniques for Promoting Success Between Lessons’, Teaching Exceptional Children, 37(1), pp. 32–38. Available at: http://libraryproxy.griffith.edu.au/login?url=http://search.proquest.com/docview/201168576?accountid=14543.
Milley, A. and 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), pp. 67–75. Available at: https://doi.org/10.1177/1053451212449739.
Quintero, N. and 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), pp. 411–420. Available at: 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), pp. 158–162. Available at: https://doi.org/10.1177/1088357610371476.
Smith, L.E. and Anderson, K.A. (2014) ‘The Roles and Needs of Families of Adolescents With ASD’, Remedial and Special Education, 35(2), pp. 114–122. Available at: https://doi.org/10.1177/0741932513514616.
Smith, T., Reich, D., and Ebooks Corporation (2012) Making inclusion work for students with Autism spectrum disorders: an evidence-based guide. New York: Guilford Press. Available at: 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. and Jordan, S.S. (2007) ‘Interventions addressing transition difficulties for individuals with autism’, Psychology in the Schools, 44(7), pp. 681–690. Available at: https://doi.org/10.1002/pits.20257.
Taylor, J.L. and Seltzer, M.M. (151AD) ‘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), pp. 566–574. Available at: http://libraryproxy.griffith.edu.au/login?url=https://search.proquest.com/docview/861802348/fulltextPDF?accountid=14543.
Test, D.W., Smith, L.E. and Carter, E.W. (2014) ‘Equipping Youth With Autism Spectrum Disorders for Adulthood: Promoting Rigor, Relevance, and Relationships’, Remedial and Special Education, 35(2), pp. 80–90. Available at: 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), pp. 12–15. Available at: http://libraryproxy.griffith.edu.au/login?url=https://search.proquest.com/docview/218095327/3C1CEC6DB0DD40B3PQ/14?accountid=14543.
Wildenger, L.K. et al. (2008) ‘Children’s daily routines during kindergarten transition’, Early Childhood Education Journal, 36(1), pp. 69–74. Available at: https://doi.org/10.1007/s10643-008-0255-2.
Zager, D. and Alpern, C.S. (2010) ‘College-Based Inclusion Programming for Transition-Age Students With Autism’, Focus on Autism and Other Developmental Disabilities, 25(3), pp. 151–157. Available at: https://doi.org/10.1177/1088357610371331.
