“For learners with Autism Spectrum Disorder (ASD), a well-structured educational environment characterized by predictability and smooth transitions is the strongest predictor of both short-term and long-term academic success.”

This study developed predictive models for the academic success of autistic bachelor students (N = 101) in comparison to students with other health conditions. The research showed that autistic students’ academic success was predictable, and these predictions were more accurate than predictions of their peers’ success. For first-year success, study choice issues were the most important predictors (parallel program and application timing). Issues with participation in pre-education (missingness of grades in pre-educational records) and delays at the beginning of autistic students’ studies (reflected in age) were the most influential predictors for the second-year success and delays in the second and final year of their bachelor’s program.

Children with autism experience challenges during major school transitions, including difficulties managing anxiety, communicating with classmates and school staff. Findings suggested that TAC trust is significantly associated with the outcome of transition success for children with autism immediately post-transition. We found that TAC members with high trust for other TAC members were more likely to rate the child’s post transition as successful. The current study found that engaging families in problem solving, promoting trust within teams and addressing any child problem behaviors promotes successful school transitions for children with autism during the post-transition period.

Specific developmental features of early ASD predict specific aspects of school-age achievement. Concurrent IQ was the best individual predictor of academic achievement in all cases except for reading comprehension ability. Overall, several themes have emerged from cross-sectional regression-based prediction models of reading and mathematics abilities in high functioning subgroups, with findings suggesting a role for IQ, basic cognitive processes (e.g., processing speed and working memory), executive functions (e.g., attentional switching), and motor skills in explaining the variance in academic achievement in individuals with ASD.

Children with ASD face more challenges transitioning to school, particularly with social interaction. This is particularly relevant as teachers rate social skills as more important than academic skills for successful kindergarten adjustment. An increasing body of evidence supports the notion that children who have a positive start to school are likely to engage well and experience academic and social success.

Younger autistic children and those with lower intelligence scores more often transferred from a regular to a special school. The opposite ...

Evidence-based interventions often include structured environments with predictable routines to reduce anxiety and support learning in children with ASD. While these environments aid short-term engagement, predictors of long-term academic success also include executive functioning, social skills training, and early diagnosis intensity, with no consensus on a single strongest factor.

The contributions of Executive Function (EF) to academic achievement in children with Autism Spectrum Disorder (ASD) are not well understood. For example, Clark et al. (2010) showed that children’s performance on set shifting, inhibitory control, and general executive behavior measures during the preschool period accounted for substantial variability in children’s early mathematical achievement at school.

Structured teaching approaches, including visual schedules and work systems, have been shown in multiple studies to reduce problem behaviors and increase on-task engagement in children with ASD, serving as foundational elements for academic readiness and long-term success.

Early intensive behavioral intervention in structured environments aids outcomes, but predictors of academic success emphasize cognitive and language skills over environment alone; structure is beneficial but not identified as strongest for academic metrics.

Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. In this last model, only plan/organize remained a significant predictor of academic progress (β = − .51, p = .001). It is suggested that EF [executive functioning] is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention.

The present study aims to explore which teaching strategies in special education for children with ASD stimulate the growth of academic skills. Results show that a structured teaching method contributes to academic progress, but specific strategies like visual supports and predictability were associated with gains in reading and math skills over a school year. No single strategy was identified as the strongest predictor across all outcomes.

This study examines how young children with ASD adjust to early schooling, focusing on STR quality.

This study explored how a school district prepares students with Autism Spectrum Disorder for future employment opportunities.

Student-teacher closeness was found to predict emotional and behavioral adjustment, prosocial behavior, and peer dislike, all in the expected directions. We emphasize literacy development as a key outcome of successful STRs [student-teacher relationships], given the foundational nature of literacy skills in children’s early academic success. Performance including language arts, reading, and math was positively associated with student-teacher closeness.

Logistic regression results showed that parental expectations for attending college was the only significant predictor of students' own educational expectations.

With a structured and enriched education environment in which appropriate educational programs are implemented, it can be possible to acquire the skills they need for independently in daily life, and to reduce [challenges]. In addition, the teaching method that is successful on a student with ASD may not give successful results on the other.

In children with HFA, concurrent full scale IQ (FSIQ) was the single best predictor of reading, math, and writing achievement (Mayes & Calhoun, 2008). Furthermore, using a cross-sectional predictor model in a sample of cognitively gifted children with ASD (i.e., IQ > 120), Assouline et al. (2012) found that working memory and processing speed accounted for significant variance (i.e., 61 percent) in reading achievement, working memory predicted written language achievement, and perceptual reasoning ability predicted oral language achievement.

Manti, E., Scholte, E. M. and Van Berckelaer-Onnes, I. A. (2013) Exploration of teaching strategies that stimulate the growth of academic skills of children with autism spectrum disorders.

Language delay, a component of the broader communication deficits involved in autism, is among the most frequent reasons for initial referral. The study examines predictors of language acquisition, not academic success related to structured environments or transitions.

The strongest predictors in our model were socioeconomic status, history of developmental regression, child temperament, paternal age at the time of the child's birth.

Manti, E., Scholte, E. M., & Van Berckelaer-Onnes, I. A. (2013). Exploration of teaching strategies that stimulate the growth of academic skills of children with autism spectrum disorders.

This study determined the educational placement in the school performance, behavior, and cognitive level of learners with Autism Spectrum Disorder (ASD). Instructional strategies in inclusive classrooms demonstrated the strongest relationship, highlighting their critical role in supporting learner development and positive behavioral outcomes. The findings affirm that the better the school educational placement in school performance, the favorable the behavior of learners with ASD.

Data from their analysis indicated educators were concerned about the impact of the challenging behavior students with ASD can display on the safety, academic ...

Peer-reviewed studies consistently identify early language skills, IQ, executive function, and motor skills as key predictors of academic achievement in children with ASD, rather than environmental factors like predictability or transitions being labeled the 'strongest' predictors. Interventions emphasizing structure and predictability are recommended to support learning but are not evidenced as the primary predictors over individual developmental factors.

Research highlights that early ER skills are associated with better academic achievement, mental health, and social skills throughout childhood and adolescence. For children with ASD, developing these skills helps reduce emotional and behavioral challenges, encouraging more engagement in classroom activities. Overall, supporting ER is fundamental in fostering resilience, social competence, and academic success for children with autism.

It has been shown that students with Autism Spectrum Disorder (ASD) present behavioural, communication, and socialisation difficulties. The study focuses on socio-adaptive behaviors in integrated settings, not directly on academic success predictors like structured environments.

An effective shift plan comprises predictable scheduling, visual and auditory cues, and direct teaching of transition skills. Sensory considerations and pre-transition preparation also play a vital role, as sensory processing challenges can significantly impact a child’s ability to adapt to changes. Implementation of tailored transition supports can significantly improve students’ ability to adapt and thrive within their educational environment. Such thorough strategies can help to guarantee smoother changes for students with ASD, paving the way for their success in the educational landscape.

Predictable routines lay the foundation for optimal learning conditions for children with autism spectrum disorder (ASD). Routines’ consistency and structure enable children to retain information more effectively and generalize skills across different settings, leading to enhanced learning and development. Predictable routines offer a valuable tool for smoothing transitions by providing precise signals and expectations, ultimately reducing stress and promoting a sense of stability for children with autism.

One of predictability’s most significant benefits is its ability to reduce anxiety and stress. When children know what to expect, they are less likely to feel overwhelmed or frightened by unexpected changes. This routine helps the child understand what is coming next and prepares them for transitions more smoothly. In educational settings, for example, having a predictable schedule for classroom activities and transitions helps children understand the flow of the day. This understanding allows them to participate more effectively and retain information better.

Students with autism spectrum disorder (ASD) may demonstrate certain characteristics that affect the fluidity with which they transition throughout the day.

Early Learning in Autism as an Atypical Balance ...