Advancing Social-Communication and Play (ASAP): Development of a Supplemental Intervention for Public Preschools Serving Children With Autism Research indicates that targeting social-communication and play in young children with autism can lead to improved long-term language outcomes. Thus, there is a critical need for school-based interventions that target these pivotal skills. Speech-language pathologists (SLPs) have a unique opportunity to teach these skills and collaborate with other practitioners as ... Article
Article  |   October 01, 2011
Advancing Social-Communication and Play (ASAP): Development of a Supplemental Intervention for Public Preschools Serving Children With Autism
Author Affiliations & Notes
  • Jessica Kinard
    Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC
  • Kaitlyn Wilson
    Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC
  • Jessica Dykstra
    Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC
  • Linda Watson
    Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC
  • Brian Boyd
    Division of Occupational Science and Occupational Therapy, University of North Carolina at Chapel Hill, Chapel Hill, NC
Article Information
Special Populations / Autism Spectrum / School-Based Settings / Language Disorders / Social Communication & Pragmatics Disorders / Articles
Article   |   October 01, 2011
Advancing Social-Communication and Play (ASAP): Development of a Supplemental Intervention for Public Preschools Serving Children With Autism
SIG 16 Perspectives on School-Based Issues, October 2011, Vol. 12, 91-100. doi:10.1044/sbi12.3.91
SIG 16 Perspectives on School-Based Issues, October 2011, Vol. 12, 91-100. doi:10.1044/sbi12.3.91

Research indicates that targeting social-communication and play in young children with autism can lead to improved long-term language outcomes. Thus, there is a critical need for school-based interventions that target these pivotal skills. Speech-language pathologists (SLPs) have a unique opportunity to teach these skills and collaborate with other practitioners as they provide services to children with autism in classroom settings. Advancing Social-Communication and Play (ASAP) is a school-based intervention for preschool-aged children with autism. A description of the development and features of ASAP is presented, and implications for clinical practice are discussed.

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