Authors (including presenting author) :
Cheung HY(1), Tang PS(1), Ho SWC(1), Ng CF(1), Chan MY(1), Li HW(1), Leung SY(1)
Affiliation :
(1) Child and Adolescent Psychiatric Day Hospital, Department of Psychiatry, Alice Ho Miu Ling Nethersole Hospital
Keyword 1: :
Nurse-led programme
Keyword 4: :
Social skill
Introduction :
Transitioning from kindergarten to Primary 1 (P1) is demanding for children with Autism Spectrum Disorder (ASD), as unfamiliar routines, social complexity, and heightened behavioural expectations often trigger anxiety and dysregulation. Specialised psychiatric nursing care is vital, as nurses assess readiness, identify stress indicators, and deliver tailored interventions enhancing stability and resilience. Programme design was guided by evidence-based practice to ensure behavioural and mental health needs were addressed effectively.
Objectives :
•Support sustainable development and generalisation of social skills through nurse-led naturalistic interventions. •Reduce anxiety and behavioural challenges by strengthening understanding of school rules and routines. •Highlight the importance of specialised nursing assessment in guiding transition strategies.
Methodology :
This nurse-led programme comprised four one-hour sessions integrating structured learning, play-based activities, and evidence-based assessment. •Session 1: Orientation and readiness assessment introduced peer relationships and environmental familiarisation. Nurses assessed communication abilities, anxiety indicators, sensory triggers, and behavioural patterns. •Session 2: Classroom behaviour and peer interaction developed competencies in classroom rules and peer engagement using graduated prompting and role-play. •Session 3: Social initiation and help-seeking addressed unstructured time management (recess, mealtimes) and adaptive behaviours, with practice in self-regulation and help-seeking. •Session 4: Review and generalisation consolidated skills and strengthened cross-setting application. Positive reinforcement and self-management strategies promoted engagement. Parents completed pre-programme and post-programme assessments to monitor change and sustainability. Psychiatric doctors referred Cantonese speaking children with or showing ASD traits, with normal intelligence, who is entering P1 to the program.
Result & Outcome :
Sixty-seven children were recruited; fifty-six completed evaluations, showing significant improvements (p < 0.01) across all domains (distinguishing kindergarten and primary school, recognising primary school activities, tidy up material for schooling, understanding classroom behaviours, accepting/inviting others to play, and help-seeking) with no regression. Parent-reported improvement ranged from 68%–82%, nurse-reported from 73%–86%. Six children promoted to P1 showed Theory of Mind–related difficulties; others adapted well by first term’s end. Parent and nurse ratings aligned, highlighting robust skill transfer and the value of nursing assessment. This nurse-led, evidence-based programme enhanced psychological readiness and adaptive functioning in children with ASD, supporting smoother and more confident transitions into P1 in Hong Kong.
