With the rising prevalence of autism spectrum disorder (ASD), school programs are in need of evidence-based interventions to target core deficits in this growing population of children. Social-communication and engagement are key areas of need for children with ASD. These pivotal skills have been shown to positively impact development in other areas such as peer relationships, language abilities, and academic abilities. However, there are few interventions designed to address social-communication and engagement in school-age children with ASD with the most significant needs. The Advancing Social-Communication and Play (ASAP) intervention was designed for public preschools, and shows promise as an effective intervention. The proposed study will extend the existing research by looking at the impact of the ASAP intervention on school-age children with ASD, and the feasibility of the ASAP intervention in elementary schools. The study will use a multiple baseline, single case design across four children with emerging communication skills to examine the impact of ASAP on children’s social-communication and engagement in the classroom. The feasibility of the intervention will be assessed using teacher questionnaires and interviews. The proposed study will provide valuable data on the effect of the ASAP intervention on school-age children, an understudied population. The study will also offer important information on adapting interventions for elementary school settings.