Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599-7190, USA.
Juniper Gardens Children's Project, University of Kansas, 444 Minnesota Ave., Kansas City, KS, 66101-2914, USA.
J Autism Dev Disord. 2018 Sep;48(9):3144-3162. doi: 10.1007/s10803-018-3584-z.
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.
推进的社会沟通和游戏（ASAP）干预措施被设计为一种基于课堂的干预措施，在这种干预措施中，为自闭症谱系障碍的学龄前儿童提供服务的教育团队接受培训，以实施干预措施，从而提高这些儿童的社会沟通和游戏技能。在这项为期 4 年的多地点功效试验中，教室被随机分配到 ASAP 或常规业务控制条件。共有 78 个教室，包括 161 名儿童，参加了这项研究。儿童的社会沟通和游戏的主要结果没有发现显著的组间差异。然而，ASAP 组的儿童表现出更高的课堂参与度。此外，参与 ASAP 似乎对教师倦怠的一个指标有保护作用。讨论了对未来研究的影响。
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