COMPASS and Innovative Education for Students with Autism

✍ Scribed by Lisa A. Ruble (editor), John H. McGrew (editor)

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 234
• Edition: 1st ed. 2023
• Category: Library

✦ Synopsis

This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education program (IEP) goal setting., planning, and implementation through teacher coaching. In addition, the book introduces the common elements necessary for improved teaching plan quality and child goal attainment in maximizing educational outcomes. It also describes the extension of COMPASS to transition-age high school students with autism as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finally, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides.

Key areas of coverage include:

• Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism.
• Advances in measurement of IEP quality for transition-age autistic youth
• Integration of accessible online educational materials necessary to implement COMPASS feasibly when implemented by school consultants and autism trainers
• Lessons learned from professional development and training of community-based autism school consultants for developing high quality intervention plans.
• COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback.

COMPASS and Innovative Education for Students with Autism is an invaluable resource for educators, clinicians, scientist-practitioners, and therapists as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.

✦ Table of Contents

Preface
Funding Agency
Acknowledgements
Introduction
Validated in Three Randomized Controlled Studies
Validated Training Package
Integrates Assessment, Intervention Planning, Goal Setting, and Progress Monitoring
COMPASS While Unique Is Generalizable to All Settings Across the Age Span
Competency Development
Measurable Goals and Outcomes
Evolving Understanding of Competence and Reassessment
Individualized Approach
Consultation and Coaching: Two Different Roles, One Person
Supporting Parents, Caregivers, and Families
Who Should Use This Manual
How to Use This Manual
Identify First and Person First Language
Overview of This Manual
Contents
Part I: Implementation Science for Adaptation and Dissemination
Chapter 1: Innovations in Evidence-Based Practices, Evidence-Based Principles, and Common Elements with COMPASS
Overview of Evidence-Based Practice in Psychology
Current Status of EBP and EBPP in Autism
References
Chapter 2: COMPASS Dissemination: The Development of a COMPASS Training Package for Community-Based ASD Consultants
Prerequisite Skills, Knowledge, and Experience of COMPASS Consultants
Iterative Development of the COMPASS Training Package
Phase 1: Focus Groups
Phase 2: Initial Training Package Development
Phase 3: Pre-pilot Testing
Development and Refinement of Feedback Procedures and Measures
Training Package Changes Suggested by Pre-pilot Participants
Phase 4: Full Training Package Pilot Testing
Quality of Intervention Plans
Pre-teaching Activities
Step-by-Step Teaching Sequence
Plans for Maintenance, Self-Direction, and Generalization
Pilot Cohorts 1 and 2
Training Results
Phase 5: Replication and Refinement
Improving the Feasibility of Training and Feedback Activities
Efficient Feedback
Appendices
Appendix A: COMPASS Initial Consultation Guide
Writing High-Quality Goals
Writing High-Quality Teaching Plans
Communication Goal
Social Goal
Independent Learning Goal
COMPASS Caregiver & Teacher Survey
Appendix B: COMPASS Initial Consultation Feedback Protocol
References
Chapter 3: Advances in Measurement in Transition IEPs for Youth with Autism
What Does the Federal Law Require to Be Included in IEPs for Transition-Age Students?
What Are Best Practice Recommendations for Developing IEPs for Transition-Age Students with Autism?
How Effective Are Federal Law Requirements and Best Practice Recommendations for Impacting IEP Quality and Outcomes of Transition-Age Students with Autism?
How Does COMPASS Address IEP Quality for Transition-Age Youth?
What Do We Know About IEP Quality for Transition-Age Students with Autism?
Failure to Meet Standards Outlined by IDEA
Limited Content Related to Areas of Best Practice
Misalignment Between Present Levels of Performance, IEP Goals, and Postsecondary Goals
How Does IEP Quality Compare Between Young Students and Transition-age Students with Autism?
Lessons Learned for Writing Effective and Impactful IEPs for Transition-Age Students
First, It Is Critical to Identify Postsecondary Goals
Second, It Is Critical to Link and Connect IEP Goals to Postsecondary Goals
What Are Some Ways We Can Use the IEP-Q-T?
Appendix
Part A: Analysis of Overall IEP
Review of Related Services
Part B: Analysis of Specific IEP Objectives
Review of Transition-Related Services
Adapted Indicator 13
References
Part II: Replications, Adaptations, and New Findings
Chapter 4: Adapting COMPASS in Australia
ARCAP Research Team
Services as Usual Group
Purpose of the Study
Differences and Modifications
Recruitment
Participants
Results: Student Progress
Participant Satisfaction with COMPASS
Fidelity of COMPASS Implementation
Benefits of COMPASS
Case Study
Conclusions
Next Steps
Implications for Autism Practice
References
Chapter 5: Adapting and Evaluating COMPASS for Transition-Age Youth for Improving School Outcomes
COMPASS Adaptation for Transition Youth
Overview of COMPASS
Approach
Focus Groups
COMPASS Adaptations
Updating the COMPASS Process
Profile Assessment for Middle/High School Youth with Autism
Top Ten Resource List
Transition Handout Reference Guide
COMPASS Effectiveness
Case Study of Tony
COMPASS Consultation
The Initial Consultation: Setting Goals and Developing Intervention Plans
COMPASS Profile
Coaching Sessions
Coaching 1
Observation and Discussion for Goal 1
Observation and Discussion for Goal 2
Observation and Discussion for Goal 3
Review of Postsecondary Goals
Next Steps
Coaching 4
Observation and Discussion for Goal 1
Observation and Discussion for Goal 2
Observation and Discussion for Goal 3
Postsecondary Goals for Tony
COMPASS Profile
COMPASS Consultation
References
Chapter 6: COMPASS for Hope (C-HOPE) for Caregivers of Children with Autism and Behavior
Introduction to C-HOPE
Limitations of One-Size-Fits-All
COMPASS Framework as the Basis for C-HOPE
A Collaborative Approach: Building Alliance Through Group Experience
Description of the C-HOPE Intervention
Evidence for C-HOPE
C-HOPE Case Study
Relevant Background Information
Measures and Assessment Tools
Individual Session #1 (Week 1)
Group Session #1 (Week 2)
Group Session #2 (Week 3)
Individual Session #2 (Week 4)
Group Session #3 (Week 5)
Group Session #4 (Week 6)
Individual Session #3 (Week 7)
Individual Session #4 (Week 8)
Three-Month Follow-Up with CC
References
Chapter 7: What Matters in COMPASS Coaching with Teachers: Method or Amount?
COMPASS Coaching
Research and Approach Behind COMPASS Coaching
Coaching Modality
Virtual Coaching
Emailed Performance Feedback
Choosing a Modality of Feedback
Frequency and Dosage of Performance Feedback Matters in COMPASS
Conclusion
Appendices
Appendix A: COMPASS Coaching Guide
COMPASS Coaching Report
COMPASS Coaching Caregiver & Teacher Survey
Appendix B: COMPASS Coaching Feedback Protocol
Appendix C: COMPASS Emailed Feedback Form
References
Part III: New Directions for Implementation Science with COMPASS and Better School-Based Outcomes
Chapter 8: COMPASS for Middle School Mental Health
Mental Health and Autism
Social-Emotional Learning and Mental Health
Provision of Tier 2 and 3 Mental Health Supports Via COMPASS
Family School Collaboration to Promote Mental Health in Youth with Autism
Brief Introduction: COMPASS-MH
COMPASS-MH Components
COMPASS-MH Case Example
Background and Presenting Concerns
COMPASS-MH Team
COMPASS-MH Consultation and Coaching
Consultation Meeting
Coaching Meetings
COMPASS-MH Parent Psychoeducation
Next Steps for COMPASS-MH
References
Chapter 9: COMPASS Across Settings
CAST
How Does CAST Augment COMPASS-T for Improved Postsecondary Outcomes?
References
Chapter 10: Teachers Supporting Teachers: Training Teachers to Implement COMPASS with Peer Coaching
Coaching
Peer Coaching
The Collaborative Model for Promoting Competence and Success (COMPASS)
Peer Coaching Adaptation of COMPASS
Model for Testing an Adapted Peer Coaching Approach to COMPASS
Step 1: Teacher Pre-training
Step 2: COMPASS Consultation Training
Step 3: Guided Initial Consultation Implementation
Step 4: Teacher Implements Consultation Independently
Step 5: COMPASS Coaching Training
Step 6: Guided COMPASS Coaching Implementation
Step 7: Independent Implementation of COMPASS
Overcoming Implementation Barriers
Conclusion
References
Index