The purpose of the study is to evaluate the effects of the�Early Achievements Intervention for Preschoolers with ASD (EA), an intervention aimed at addressing the learning challenges of young children (ages 3 to 5 years) with autism spectrum disorders (ASD), implemented by teachers (specifically, early childhood educators and special educators) in authentic public preschool educational settings. The multifaceted learning challenges of children with ASD lead to entering school without the fundamental skills necessary for academic and social success. The�EA�intervention has been designed to improve school readiness skills related to meaning construction, including development of communication, symbolic, linguistic, concept and event representation; reciprocal social engagement with peers; and perspective taking. This study will investigate whether teachers implementing the�EA�intervention do so with high fidelity and preschoolers receiving the intervention demonstrate more rapid and greater growth in language, communication, social, and concept development.
Interagency Autism Coordinating Committee (IACC)
Autism Research Database (AFD)
