Objective Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew, 2010; Ruble, Dalrymple, & McGrew, 2012) was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. Method Forty-nine teacher–child dyads were randomized into 1 of 3 groups: (1) a placebo control (PBO) group, (2) COMPASS followed by face-to-face (FF) coaching sessions, and (3) COMPASS followed by web-based (WEB) coaching sessions. Three individualized goals (social, communication, and independence skills) were selected for intervention for each child. The primary outcome of independent ratings of child goal attainment and several process measures (e.g., consultant and teacher fidelity) were evaluated. Results Using an intent-to-treat approach, findings replicated earlier results with a very large effect size (d = 1.41) for the FF group and a large effect size (d = 1.12) for the WEB group relative to the PBO group. There were no differences in overall change across goal domains between the FF and WEB groups, suggesting the efficacy of videoconferencing technology. Conclusions COMPASS is effective and results in improved educational outcomes for young children with autism. Videoconferencing technology, as a scalable tool, has promise for facilitating access to autism specialists and bridging the research-to-practice gap.

The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool’s reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (Mage = 6.1 years; SD = 1.6) from 35 different classrooms were examined. The IEP tool had adequate interrater reliability (ICC = .70). Results identified no statistically significant association between demographics and IEP quality, and IEPs contained relatively clear descriptions of present levels of performance. Weaknesses of IEPs were described and recommendations provided.

Over the past 2 decades, the number and types of programs available for young children has increased. As a result, the transition of young children with disabilities has become more complex, resulting in an increasing need for improved transition processes for both children and their families. The literature in early childhood transition contains evidence of the organizational complexities and resulting problems experienced by children, families, and professionals who provide services. Recent research in transition has provided valuable information about the individual variables that impact this complex transition process. Given some of the distinguishing characteristics of the transition process for young children with disabilities and their families, there is a need for a conceptual framework that will guide new research, provide an organizational framework to integrate the current literature in transition, and begin to lay a foundation for improving transitions and the outcomes for children. This article presents a conceptual framework that describes how the complex interactions of multiple factors influence the transition process for young children with disabilities during the early childhood years. This ecological framework is based on the premise that the ultimate goal of a successful transition process is the child's entry and success in the primary school program.

This study investigated the effects of service coordinator variables on evidence of recommended practice in a sample of 120 Individualized Family Service Plans (IFSPs). Service coordinator variables were months of experience, college major, level of degree, first service delivery model practiced, and attendance at training. The IFSPs were rated on 12 indicators of recommended practice using the IFSP Rating Scale (Mc William & Jung, 2001). Service coordinators' months of experience and attendance in training had the strongest relationships with IFSP quality indicators. Results and implications for further research are discussed.

Evidence is presented regarding the construct validity and internal consistency reliability of scores for an investigator-developed individualized family service plan (IFSP) rating scale. One hundred and twenty IFSPs were rated using a 12-item instrument, the IFSP Rating Scale (McWilliam & Jung, 2001). Using principal components factor analysis procedures, a three-component solution was derived. The obtained components were labeled Outcome Writing, Natural Environments Practices, and Outcome Selection. Acceptable score reliabilities were obtained on total scores and for each component. The IFSP Rating Scale demonstrated that writing, planning for intervention in natural environments, and outcome selection were components of quality in IFSPs.

Maisie is a 6-year-old child with developmental disabilities who attends kindergarten in a rural area. The individualized education program (IEP) team is meeting soon to devise her IEP (see box, "What Is the Importance of an Individualized Education Program?"). One goal of this IEP will be to improve Maisie's communication skills. To help them write an IEP that maximizes opportunities for Maisie to learn, the team will use techniques described by the two acronyms SMART and ROU-TINE. Educators and related service providers can use these two acronyms to help them write and check the quality of goals, opportunities, and strategies. Figure 1 presents these acronyms.

Cathy was nervous about having invited the team of professionals into her home for the Individualized Family Service Plan (IFSP) meeting. Spencer, her son, had been recently diagnosed with cerebral palsy, and though Cathy wasn't sure exactly what to expect, she was eager to have the meeting so that Spencer could begin receiving services. Cathy was particularly interested in getting to the part of the meeting when they could talk about how often Spencer would receive therapy.

The purpose of this study was to determine in what ways the quality of plans developed by individualized family service plan (IFSP) teams changed following targeted revisions to the IFSP form and instruction manual. IFSPs were collected from 94 family service coordinators, one IFSP from each before and one from each after the form revision. The revision included adding written prompts to the IFSP form and manual targeting three areas: (a) recording family routines; (b) recording families’ priorities for emotional, material, and informational support; and (c) connecting routines and priorities to outcomes and procedures. Results of multivariate analyses of variance for repeated measures indicated that the quality of IFSPs improved after document revision. Follow-up univariate tests showed statistically significant improvement in 7 of 12 indicators of IFSP quality.