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The online version of this article (https://doi.org/10.1007/s10803-018-3584-z) contains supplementary material, which is available to authorized users.
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.
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- Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial
Brian A. Boyd
Linda R. Watson
Stephanie S. Reszka
Grace T. Baranek
Elizabeth R. Crais
- Springer US