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Article

Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism

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A.J. Drexel Autism Institute, Drexel University, Philadelphia, PA 19104, USA
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Center for Autism Research & Treatment, Department of Psychiatry, UCLA Semel Institute, Los Angeles Graduate School of Education, Information Studies, University of California, Los Angeles, CA 90024, USA
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Center for Mental Health Policy and Services Research, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
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Departments of Psychiatry, Psychology & Human Development, Davis MIND Institute, University of California, Sacramento, CA 95817, USA
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Strong Center for Developmental Disabilities, Division of Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY 14642, USA
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National Institute on Minority Health and Health Disparities, National Institutes of Health, Bethesda, MD 20817, USA
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School of Computer Science at the Institute for Software Research, Carnegie Mellon University, Pittsburgh, PA 15213, USA
*
Author to whom correspondence should be addressed.
Academic Editor: Nigel Parton
Soc. Sci. 2021, 10(7), 247; https://doi.org/10.3390/socsci10070247
Received: 1 May 2021 / Revised: 26 May 2021 / Accepted: 17 June 2021 / Published: 28 June 2021
(This article belongs to the Special Issue Social Ties and Health Outcomes)
Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially buffer a child with autism from the adverse effects caused by care disruptions. Qualities of social relationships, including trust and collaborative problem solving, can be measured using social network analysis. This study investigates if two different types of TAC relationships, defined as (1) the level of trust among team members and (2) the degree of collaborative problem solving among team members, are associated with perceived successful transitions for children with autism from lower income families. Findings suggested that TAC trust is significantly associated with the outcome of transition success for children with autism immediately post-transition. View Full-Text
Keywords: continuity of care; social networks; autism; school transitions; parent engagement; lower income families continuity of care; social networks; autism; school transitions; parent engagement; lower income families
MDPI and ACS Style

McGhee Hassrick, E.; Shih, W.; Nuske, H.J.; Vejnoska, S.F.; Hochheimer, S.; Linares, D.E.; Ventimiglia, J.; Carley, K.M.; Stahmer, A.C.; Smith, T.; Mandell, D.; Kasari, C. Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism. Soc. Sci. 2021, 10, 247. https://doi.org/10.3390/socsci10070247

AMA Style

McGhee Hassrick E, Shih W, Nuske HJ, Vejnoska SF, Hochheimer S, Linares DE, Ventimiglia J, Carley KM, Stahmer AC, Smith T, Mandell D, Kasari C. Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism. Social Sciences. 2021; 10(7):247. https://doi.org/10.3390/socsci10070247

Chicago/Turabian Style

McGhee Hassrick, Elizabeth, Wendy Shih, Heather J. Nuske, Sarah F. Vejnoska, Samantha Hochheimer, Deborah E. Linares, Jonas Ventimiglia, Kathleen M. Carley, Aubyn C. Stahmer, Tristram Smith, David Mandell, and Connie Kasari. 2021. "Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism" Social Sciences 10, no. 7: 247. https://doi.org/10.3390/socsci10070247

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