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EJ956815 - The Impact of the Advancing Social-Communication and Play (ASAP) Intervention on Preschoolers with Autism Spectrum Disorder

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ERIC #:	EJ956815
Title:	The Impact of the Advancing Social-Communication and Play (ASAP) Intervention on Preschoolers with Autism Spectrum Disorder
Authors:	Dykstra, Jessica R.; Boyd, Brian A.; Watson, Linda R.; Crais, Elizabeth R.; Baranek, Grace T.
Descriptors:	Interpersonal Competence; Communication Skills; Play; Child Behavior; Behavior Modification; Intervention; Autism; Pervasive Developmental Disorders; Outcomes of Treatment; Preschool Children
Source:	Autism: The International Journal of Research and Practice, v16 n1 p27-44 Jan 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-01-00
Pages:	18
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study evaluates an intervention targeting social-communication and play skills (Advancing Social-communication And Play; ASAP) implemented by school staff in a public preschool setting. With increases in enrollment of children with autism spectrum disorder (ASD) in school systems, establishing the effectiveness and feasibility of interventions implemented in school settings is important. In clinical settings, interventions targeting social-communication and play behaviors have increased these skills and impacted later language abilities. Results of this single-case design study indicated the ASAP intervention had a positive impact on social-communication and play skills for three preschoolers with ASD. All participants showed either increases in frequency or more stability in targeted behaviors. Social validity results provide additional support for the use of ASAP with preschoolers with ASD. (Contains 4 tables and 2 figures.)
Abstractor:	As Provided
Reference Count:	31

Note:	N/A
Identifiers:	United States (Southeast)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1362-3613
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Preschool Education
Direct Link:	http://dx.doi.org/10.1177/1362361311408933

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