Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum.

Participants were not blinded to their group assignment, which may bias self-reported outcomes. The primary outcome measure (TEQ) was self-developed for this study and not previously validated. There was a moderate attrition rate of 20.6% among caregivers. Pre- and post-transition teachers were different people, introducing measurement inconsistency. The study did not determine which specific component of coaching drove the effects. Results may not generalize to populations outside under-resourced US public schools or to students with intellectual disability without autism.

Funding was provided by the Health Resources and Services Administration and the National Institute of Mental Health. No other conflicts of interest were declared in the provided text.

Do not assume the intervention reduces caregiver anxiety. While coaching improved transition success ratings and self-efficacy, caregiver worry decreased similarly in both the coaching and binder-only groups, suggesting the reduction in worry may be due to the passage of time or the resources themselves rather than the coaching.