Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial
Published In
Journal of Autism and Developmental Disorders
Document Type
Citation
Publication Date
4-1-2018
Abstract
The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed.
Locate the Document
https://doi.org/10.1007/s10803-018-3584-z
DOI
10.1007/s10803-018-3584-z
Persistent Identifier
https://archives.pdx.edu/ds/psu/26088
Citation Details
Boyd, B. A., Watson, L. R., Reszka, S. S., Sideris, J., Alessandri, M., Baranek, G. T., ... & Belardi, K. (2018). Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial. Journal of autism and developmental disorders, 1-19.