Evidence map›Paper›PMID 29691794›Full record

Trial reportJournal of autism and developmental disorders2018

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

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 and 1 more

Abstract readMulticenter StudyRandomized Controlled Trial
PubMed Publisher
In one paragraph

Trial report in Journal of autism and developmental disorders, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 papers, 6 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
22citing papers in PubMed, 6 pooled it
3.7field-weighted citation impact, top 6% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

22 citing papers in PubMed, 6 syntheses or guidelines pooled it, 50 citations in OpenAlex.

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  5. Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis.Autism research : official journal of the International Society for Autism Research · 2021
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  9. Proportion and Profile of Autistic Children Not Acquiring Spoken Language Despite Receiving Evidence-Based Early Interventions.Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 · 2025
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors at 4 institutions in 1 country.

Brian A BoydDepartment of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599-7190, USA. brian.boyd@ku.edu.ORCID http://orcid.org/0000-0002-6482-9577
Linda R WatsonDivision of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599-7190, USA.
Stephanie S ReszkaDepartment of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599-7190, USA.
John SiderisUSC Chan Division of Occupational Science and Therapy, 1540 Alcazar Street, CHP 133, Los Angeles, CA, 90089-9003, USA.
Michael AlessandriDepartment of Psychology, College of Arts and Sciences, University of Miami, P.O. Box 248185, Coral Gables, FL, 33124-0751, USA.
Grace T BaranekDepartment of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599-7190, USA.
Elizabeth R CraisDivision of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599-7190, USA.
Amy DonaldsonDepartment of Speech and Hearing Sciences, Portland State University, 724 SW Harrison, Rm 93, Portland, OR, 97201, USA.
Anibal GutierrezDepartment of Psychology, College of Arts and Sciences, University of Miami, P.O. Box 248185, Coral Gables, FL, 33124-0751, USA.
LeAnne JohnsonSpecial Education Programs, University of Minnesota, Minneapolis, USA.
Katie BelardiDivision of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599-7190, USA.
University of North Carolina at Chapel Hill · USFlorida State University · USPortland State University · USUniversity of Minnesota · US

Funding

Institute of Education Sciences R324A110256
6 · The paper itself

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.

Indexed as

CommunicationAutism Spectrum DisorderChild, PreschoolCluster AnalysisEarly Intervention, EducationalFemaleHumansMalePlay and PlaythingsSchool TeachersSocial BehaviorSocial Communication DisorderTreatment OutcomeASAPAutism spectrum disorderEngagementRandomized controlled trialSchool interventionsSocial-communication

Identifiers

PMID29691794
OpenAlexW2799526721

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.