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

Autor/inn/en	Boyd, Brian A.; Watson, Linda R.; Reszka, Stephanie S.; Sideris, John; Alessandri, Michael; Baranek, Grace T.; Crais, Elizabeth R.; Donaldson, Amy; Gutierrez, Anibal; Johnson, LeAnne; Belardi, Katie
Titel	Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial
Quelle	In: Journal of Autism and Developmental Disorders, 48 (2018) 9, S.3144-3162 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boyd, Brian A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-018-3584-z
Schlagwörter	Preschool Children; Play; Intervention; Autism; Pervasive Developmental Disorders; Preschool Education; Randomized Controlled Trials; Interpersonal Relationship; Interpersonal Communication; Learner Engagement; Teacher Burnout; Program Effectiveness; Faculty Development + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Autismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01