Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating implementation fidelity and social validity of the intervention. The final sample consisted of four classrooms with 10 students with ASD (M_age = 4.32 years) and their teachers (N = 4). Classrooms were randomized to either a 4- or an 8-week first-stage small-group dialogic reading condition. Children who were early responders continued with the initial intervention; those who were slower to respond were randomized to one of two intensified reading conditions. Results indicate that teachers perceived the intervention as feasible and child outcomes as acceptable. Implementation fidelity was low during initial weeks (33%–50%), improving to 67% to 83% by the last weeks of the study. Neither children’s engagement nor vocabulary growth differed between treatment levels or conditions. We discuss lessons learned from the study’s developmental year and changes that will be made in subsequent years to improve implementation and feasibility.

Project START（学生和教师积极阅读）是一项适应性共享阅读干预，旨在满足患有自闭症谱系障碍 (ASD) 的学龄前儿童的各种学习需求。本报告总结了项目发展年度的程序和结果，主要侧重于评估干预的实施保真度和社会有效性。最终样本由四个教室组成，其中有 10 名 ASD 学生（M_年龄 = 4.32 岁）和他们的老师（N= 4）。教室被随机分配到 4 周或 8 周的第一阶段小组对话阅读条件。早期反应者继续初始干预；那些反应较慢的人被随机分配到两种强化阅读条件之一。结果表明，教师认为干预是可行的，儿童的结果是可以接受的。最初几周的实施保真度较低 (33%–50%)，到研究的最后几周提高到 67% 到 83%。不同治疗水平或条件下，儿童的参与度和词汇量增长均无差异。我们讨论了从该研究的发展年中汲取的经验教训以及随后几年将进行的更改，以改进实施和可行性。