TY - JOUR
T1 - Efficacy of the ASAP Intervention for Preschoolers with ASD
T2 - A Cluster Randomized Controlled Trial
AU - Boyd, Brian A.
AU - Watson, Linda R.
AU - Reszka, Stephanie S.
AU - Sideris, John
AU - Alessandri, Michael
AU - Baranek, Grace T.
AU - Crais, Elizabeth R.
AU - Donaldson, Amy
AU - Gutierrez, Anibal
AU - Johnson, Le Anne
AU - Belardi, Katie
N1 - Publisher Copyright:
© 2018, Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2018/9/1
Y1 - 2018/9/1
N2 - 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.
AB - 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.
KW - ASAP
KW - Autism spectrum disorder
KW - Engagement
KW - Randomized controlled trial
KW - School interventions
KW - Social-communication
UR - http://www.scopus.com/inward/record.url?scp=85045918188&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85045918188&partnerID=8YFLogxK
U2 - 10.1007/s10803-018-3584-z
DO - 10.1007/s10803-018-3584-z
M3 - Article
C2 - 29691794
AN - SCOPUS:85045918188
SN - 0162-3257
VL - 48
SP - 3144
EP - 3162
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
IS - 9
ER -