Increasing child engagement and improving social-communication (SC) and play skills for young children with autism spectrum disorder (ASD) may provide a foundation for future academic and social development; yet preschool practitioners may not have the resources to successfully identify and target these skills for all children in their classrooms. With intentional collaboration, applying evidence-based strategies accompanied by specific Advancing Social-communication and Play (ASAP) resources such as the play and SC hierarchies may help address this need, thus increasing engagement of all children in classroom learning opportunities.