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COMPASS and Implementation Science

COMPASS and Implementation Science

Improving Educational Outcomes of Children with ASD

by Lisa A. Ruble and John H. McGrew
Publication Date: 06/01/2015
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This brief describes the Collaborative Model for Promoting Competence and Success (COMPASS), a proven, effective consulting approach for improving educational outcomes of children with autism spectrum disorders (ASDs). It explores how in the search for effective treatments for ASDs researchers have identified numerous evidence-based interventions but have largely neglected two equally important areas hindering effective services: the lack of available clinical expertise in implementing ASD treatments and the need to consider and balance clinical expertise, child characteristics, culture and preferences when identifying goals and treatments. In response, this brief details how COMPASS consulting services efficiently target and leverage expertise while also accounting for shared decision-making based on individualized assessment of child characteristics (e.g., personal and environmental strengths and weaknesses surrounding the child). Key areas of coverage in this brief include reviews of evidence-based practices (EBPs); analysis of consultation as an implementation intervention for bridging gaps from research to practice; and a discussion of the elements of evidence-based consultation and the efficacy of COMPASS. In addition, the brief explores hypothesized active ingredients of COMPASS, including family-centered, ecologically oriented goal setting and planning; psychometrically valid goals; high quality individual education programs; consultant and teacher adherence; outcomes based performance feedback; and teacher quality. This brief is essential reading for clinicians and professionals working with children with ASDs, particularly in child and school psychology, behavioral therapy, social work as well as rehabilitation, special education, speech pathology and developmental psychology."
Social work
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