How team dynamics shape success for children with autism in public schools

Because of financial barriers for clinical interventions, intensive educational interventions in school settings often are the primary resource for children with autism from lower-income families. Continuity of care in school settings can require coordination, referred to as social capital, between the "team-around-the-child" (TAC) – the parents, school staff and community providers. However, inequality in access to social capital could adversely impact the ability of the TAC to provide continuity of care for children with autism from lower-resource families during disruptive schooling transitions.