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24-04-2018 | Original Paper | Uitgave 9/2018

Journal of Autism and Developmental Disorders 9/2018

Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial

Tijdschrift:
Journal of Autism and Developmental Disorders > Uitgave 9/2018
Auteurs:
Brian A. Boyd, Linda R. Watson, Stephanie S. Reszka, John Sideris, Michael Alessandri, Grace T. Baranek, Elizabeth R. Crais, Amy Donaldson, Anibal Gutierrez, LeAnne Johnson, Katie Belardi
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Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s10803-018-3584-z) contains supplementary material, which is available to authorized users.

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.

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Extra materiaal
Supplementary material 1 (DOCX 57 KB)
10803_2018_3584_MOESM1_ESM.docx
Supplementary material 2 (PDF 242 KB)
10803_2018_3584_MOESM2_ESM.pdf
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