[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-173413-en":3,"doc-seo-173413-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},173413,2336475104362,"Mali","https://ap-avatar.wpscdn.com/avatar/22000c4c46a41b752dd?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786595829695023868",1,21,"Paper Templates","New Zealand Autism Spectrum Disorder Guideline - supplementary paper on strategies for supporting school transitions","Supplementary paper for the New Zealand Autism Spectrum Disorder Guideline, focused on the effectiveness of strategies that support school transitions for young people on the autism spectrum. It is produced with the support of the Guideline’s Living Guideline Group and funded by the New Zealand Ministry of Health and Ministry of Education. The paper reviews evidence, defines scope and methods, synthesizes results, and informs independent guideline recommendations and good practice points.","Guideline Supplementary Paper\nNew Zealand Autism Spectrum Disorder Guideline’s supplementary paper on the effectiveness of strategies for supporting school transitions for young people on the autism spectrum.\nWith the support of the New Zealand Autism Spectrum Disorder Guideline’s Living Guideline Group\n6 May 2019\n© Ministry of Health 2019\nPublished by INSiGHT Research Ltd\u000b181 Blighs Rd, Strowan 8052, New Zealand\nCopyright\nThis work is licensed under the Creative Commons Attribution 4.0 International licence. In essence, you are free to: share i.e., copy and redistribute the material in any medium or format; adapt i.e., remix, transform and build upon the material. You must give appropriate credit, provide a link to the licence and indicate if changes were made. For a full copyright statement, go to \u0013 HYPERLINK \"http://www.health.govt.nz/copyright\" \u0014www.health.govt.nz/copyright\u0015\nFunding and independence\nThis work was funded by the New Zealand Ministry of Health and by the New Zealand Ministry of Education.\nThe work was researched and written by INSIGHT Research Ltd employees or contractors. Appraisal of the evidence, formulation of recommendations and reporting are independent of the Ministries of Health and Education.\nStatement of intent\nINSIGHT Research produces evidence-based best practice guidelines, health technology assessments and literature reviews to help health care practitioners, educators, policy-makers and consumers make decisions about practices in specific circumstances. The evidence is developed from systematic reviews of international literature and placed within the New Zealand context.\nGuidelines, including supplementary papers, are not intended to replace a health practitioner’s judgement in each individual case.\nSuggested citation\nMarita Broadstock. New Zealand Autism Spectrum Disorder Guideline’s supplementary paper on the effectiveness of strategies for supporting school transitions for young people on the autism spectrum. Christchurch: INSIGHT Research; 2019.\nCurrency review date: 2024\nContents\u0013 TOC \\t \"GL Heading 2,2,GL Heading 3,3,GL Heading 1,1\" \u0014\nContents\t\u0013 PAGEREF _Toc22133012 \\h \u0014iii\u0015\nList of Tables\t\u0013 PAGEREF _Toc22133013 \\h \u0014v\u0015\nAbout the evidence review\t\u0013 PAGEREF _Toc22133014 \\h \u0014vi\u0015\nPurpose\t\u0013 PAGEREF _Toc22133015 \\h \u0014vi\u0015\nScope of the evidence review\t\u0013 PAGEREF _Toc22133016 \\h \u0014vi\u0015\nDefinitions\t\u0013 PAGEREF _Toc22133017 \\h \u0014vii\u0015\nTarget audience\t\u0013 PAGEREF _Toc22133018 \\h \u0014ix\u0015\nTreaty of Waitangi\t\u0013 PAGEREF _Toc22133019 \\h \u0014ix\u0015\nRecommendation development process\t\u0013 PAGEREF _Toc22133020 \\h \u0014ix\u0015\nSummary: Revised recommendation and new good practice point\t\u0013 PAGEREF _Toc22133021 \\h \u0014x\u0015\n1  Introduction\t\u0013 PAGEREF _Toc22133022 \\h \u00141\u0015\n1.1 Background\t\u0013 PAGEREF _Toc22133023 \\h \u00141\u0015\nSchool transitions\t\u0013 PAGEREF _Toc22133024 \\h \u00141\u0015\nSchool transitions for people on the autism spectrum\t\u0013 PAGEREF _Toc22133025 \\h \u00142\u0015\nPlanning for transition success\t\u0013 PAGEREF _Toc22133026 \\h \u00143\u0015\n1.2 Transitions covered in the guideline\t\u0013 PAGEREF _Toc22133027 \\h \u00144\u0015\nOverview\t\u0013 PAGEREF _Toc22133028 \\h \u00144\u0015\nTransition in education\t\u0013 PAGEREF _Toc22133029 \\h \u00144\u0015\nGuideline gaps\t\u0013 PAGEREF _Toc22133030 \\h \u00146\u0015\n1.3 The current review update\t\u0013 PAGEREF _Toc22133031 \\h \u00146\u0015\nReview objectives\t\u0013 PAGEREF _Toc22133032 \\h \u00146\u0015\n2  Systematic review of school transitions for young people on the autism spectrum\t\u0013 PAGEREF _Toc22133033 \\h \u00147\u0015\n2.1 Scope and methods\t\u0013 PAGEREF _Toc22133034 \\h \u00147\u0015\nResearch question\t\u0013 PAGEREF _Toc22133035 \\h \u00147\u0015\nIdentification and selection of studies for inclusion\t\u0013 PAGEREF _Toc22133036 \\h \u00147\u0015\nPublication type\t\u0013 PAGEREF _Toc22133037 \\h \u00149\u0015\nParticipants\t\u0013 PAGEREF _Toc22133038 \\h \u001410\u0015\nScope\t\u0013 PAGEREF _Toc22133039 \\h \u001410\u0015\nStudy designs\t\u0013 PAGEREF _Toc22133040 \\h \u001410\u0015\nIntervention\t\u0013 PAGEREF _Toc22133041 \\h \u001411\u0015\nComparator\t\u0013 PAGEREF _Toc22133042 \\h \u001411\u0015\nSettings\t\u0013 PAGEREF _Toc22133043 \\h \u001411\u0015\nOutcomes\t\u0013 PAGEREF _Toc22133044 \\h \u001411\u0015\nExclusions\t\u0013 PAGEREF _Toc22133045 \\h \u001412\u0015\nCritical appraisal of included studies\t\u0013 PAGEREF _Toc22133046 \\h \u001412\u0015\n","cbCairqBb00OzaYI","https://ap.wps.com/l/cbCairqBb00OzaYI","docx",1057069,119,"English","en",105,"# Introduction\n## Background\n## Transitions covered in the guideline\n# Systematic review of school transitions for young people on the autism spectrum\n## Scope and methods\n## Synthesis of results\n# Recommendation development\n## Decisions of the Living Guideline Group\n## Existing recommendations and new good practice point\n# Appendix\n## Methods\n## Abbreviations and glossary","[{\"question\":\"What is the purpose of the supplementary paper on school transitions?\",\"answer\":\"It assesses the effectiveness of strategies for supporting school transitions for young people on the autism spectrum and informs guideline recommendations and good practice points.\"},{\"question\":\"How is the evidence collected and analyzed in the paper?\",\"answer\":\"It uses a systematic review approach, covering scope and methods, identification and selection of studies, appraisal of included studies, and synthesis of results.\"},{\"question\":\"Who produces and funds the guideline supplementary paper?\",\"answer\":\"The Living Guideline Group supports the work, and it is funded by the New Zealand Ministry of Health and the New Zealand Ministry of Education, with research and writing by INSIGHT Research Ltd staff or contractors.\"}]","New Zealand Autism Spectrum Disorder Guideline - supplementary paper on strategies for supporting school transitions | DOCX",1788303145,42,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"new-zealand-autism-spectrum-disorder-guideline-supplementary-paper-on-strategies-for-supporting-school-transitions","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/paper-templates/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/new-zealand-autism-spectrum-disorder-guideline-supplementary-paper-on-strategies-for-supporting-school-transitions/173413/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-06","2026-09-01",true,{"@type":66,"interactionType":67,"userInteractionCount":47},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What is the purpose of the supplementary paper on school transitions?","Question",{"text":76,"@type":77},"It assesses the effectiveness of strategies for supporting school transitions for young people on the autism spectrum and informs guideline recommendations and good practice points.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How is the evidence collected and analyzed in the paper?",{"text":81,"@type":77},"It uses a systematic review approach, covering scope and methods, identification and selection of studies, appraisal of included studies, and synthesis of results.",{"name":83,"@type":74,"acceptedAnswer":84},"Who produces and funds the guideline supplementary paper?",{"text":85,"@type":77},"The Living Guideline Group supports the work, and it is funded by the New Zealand Ministry of Health and the New Zealand Ministry of Education, with research and writing by INSIGHT Research Ltd staff or contractors.","https://schema.org",{"og:url":52,"og:type":88,"og:title":14,"og:site_name":59,"og:description":15},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,99,104,109,114,119,124,129,132],{"id":95,"doc_module":11,"doc_module_name":46,"category_name":96,"show_sort_weight":97,"slug":98},11,"Presentations",90,"presentations",{"id":100,"doc_module":11,"doc_module_name":46,"category_name":101,"show_sort_weight":102,"slug":103},12,"Resumes",80,"resumes",{"id":105,"doc_module":11,"doc_module_name":46,"category_name":106,"show_sort_weight":107,"slug":108},14,"Invoices",70,"invoices",{"id":110,"doc_module":11,"doc_module_name":46,"category_name":111,"show_sort_weight":112,"slug":113},15,"Posters",60,"posters",{"id":115,"doc_module":11,"doc_module_name":46,"category_name":116,"show_sort_weight":117,"slug":118},16,"Social Media",50,"social-media",{"id":120,"doc_module":11,"doc_module_name":46,"category_name":121,"show_sort_weight":122,"slug":123},17,"Forms",40,"forms",{"id":125,"doc_module":11,"doc_module_name":46,"category_name":126,"show_sort_weight":127,"slug":128},18,"Letters",30,"letters",{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":130,"slug":131},5,"papers-templates",{"id":133,"doc_module":11,"doc_module_name":46,"category_name":134,"show_sort_weight":4,"slug":135},158,"General","general-158"]