Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder

Ruble, Lisa A.; McGrew, John H.; Toland, Michael D.; Dalrymple, Nancy J.; Adams, Medina; Snell‐Rood, Claire

doi:10.1007/s10803-018-3623-9

Cited by 90 publications

(31 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students whose teachers received COMPASS made more progress on their IEP goals based on blinded goal attainment ratings, with a very high effect size (Cohen's d = 2.1) Consultants were able to deliver COMPASS-T with high fidelity, and similar to our studies of young children, teacher adherence to the implementation of teaching plans increased over time, meaning coaching sessions were essential for positive student outcomes. Further, parents and teachers reported high satisfaction; teachers reported COMPASS-T was acceptable, feasible, and not burdensome (Ruble et al 2018).…”

Section: Efficacy Informationmentioning

confidence: 97%

“…C-HOPE was effective for decreasing child problem behavior (p < 0.001), increasing parent competency (p = 0.02), and decreasing parent stress (p < 0.001) (Kuravackel et al 2018). The third intervention COMPASS for Transition (COMPASS-T) was tested in an RCT with high school students in their final year of school with a focus on improving IEP and postsecondary outcomes (Ruble et al 2018). Students whose teachers received COMPASS made more progress on their IEP goals based on blinded goal attainment ratings, with a very high effect size (Cohen's d = 2.1) Consultants were able to deliver COMPASS-T with high fidelity, and similar to our studies of young children, teacher adherence to the implementation of teaching plans increased over time, meaning coaching sessions were essential for positive student outcomes.…”

Section: Efficacy Informationmentioning

confidence: 99%

See 1 more Smart Citation

Goal Attainment of Students with ASD Using COMPASS

Ruble¹,

McGrew²

2020

Encyclopedia of Autism Spectrum Disorders

View full text Add to dashboard Cite

The Collaborative Model for Promoting Competence and Success (COMPASS) is an evidencebased parent-teacher consultation and coaching intervention that roughly doubles the Special Education IEP goal attainment outcomes of children and youth with autism spectrum disorder (ASD). COMPASS brings together parents and teachers, with guidance and support from the COMPASS consultant, to create a shared understanding of the child with ASD that integrates the essential and critical information from home and school. This holistic and ecologically informed view leads to the identification of pivotal goals within the critical social, communication, and learning skill domains that leverage other areas of development. Following the identification of contextualized and socially validated goals, an intervention plan is developed based on the child's personal and environmental challenges and supports, consistent with the stipulations of the Evidence-Based Practice in Psychology (EBPP) tripartite framework. There is experimental evidence that COMPASS results in better education goal attainment outcomes for children and youth.

show abstract

Section: Efficacy Informationmentioning

confidence: 97%

Section: Efficacy Informationmentioning

confidence: 99%

Goal Attainment of Students with ASD Using COMPASS

Ruble¹,

McGrew²

2020

Encyclopedia of Autism Spectrum Disorders

View full text Add to dashboard Cite

show abstract

“…Nine RCTs were assessed by using RoB 2. Two of these studies received a low overall risk-of-bias rating, 73,76 6 received a "some concerns" rating, 39,57,74,77,95,106 and 1 received a high overall risk-of-bias rating. 82 Risk-of-bias data are summarized in Supplemental Tables 6 and 7.…”

Section: Risk-of-bias Assessmentmentioning

confidence: 99%

Transitional Care Interventions for Youth With Disabilities: A Systematic Review

et al. 2020

View full text Add to dashboard Cite

CONTEXT: Transition from the pediatric to the adult health care system is a complex process that should include medical, psychosocial, educational, recreational, and vocational considerations. OBJECTIVE: In this systematic review, we aim to synthesize the evidence on transitional care interventions (TCIs) to improve the quality of life (QoL) for adolescents and young adults with childhood-onset disabilities, including neurodevelopmental disorders. DATA SOURCES: Four electronic databases (Medline, Embase, PsycINFO, and Cumulative Index to Nursing and Allied Health Literature) were searched. STUDY SELECTION: In the included studies, researchers examined TCIs for adolescents and young adults (12-24 years of age) with childhood-onset disabilities. Studies were experimental, quasi-experimental, and observational studies published in the last 26 years. DATA EXTRACTION: Two reviewers independently completed study screening, data extraction, and risk-of-bias assessment. RESULTS: Fifty-two studies were included. Five studies reported on QoL, but statistically significant improvements were noted in only 1 of these studies. Significant improvements were also found in secondary outcomes including disability-related knowledge and transitional readiness. TCIs targeted patients, families and/or caregivers, and health care providers and exhibited great heterogeneity in their characteristics and components. LIMITATIONS: Inconsistent reporting on interventions between studies hindered synthesis of the relationships between specific intervention characteristics and outcomes. CONCLUSIONS: Although there is limited evidence on the impact of TCIs on the QoL for youth with childhood-onset disabilities, there is indication that they can be effective in improving patient and provider outcomes. The initiation of transition-focused care at an early age may contribute to improved long-term health outcomes in this population.

show abstract

“…The above-mentioned protocol developed by Ruble et al, of the Kentucky University in the United States, has been used in American school contexts, benefiting ASD students' academic and linguistic development [21][22][23] .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Because it is scientifically tested, systematized and based on evidence 16 , and because it considers the characteristics of the ASD apprentice for the development of curricular interventions that allow the development of this student, in linguistic and social areas, based on the school curriculum [21][22][23] , COMPASS can assist Brazilian teachers in their practices.…”

Section: Literature Reviewmentioning

confidence: 99%

Curricular intervention protocol for teaching learners with Autism Spectrum Disorder: an integrative review

2019

View full text Add to dashboard Cite

Objective: to conduct an integrative review of scientific papers indexed in national and international databases on curricular intervention protocols, which favor the linguistic aspects, translated and cross-culturally adapted to Brazilian Portuguese for the teaching of individuals with Autism Spectrum Disorder. Methods: a survey of scientific studies indexed in Pubmed, Portal Regional da Biblioteca Virtual em Saúde, Web of Science, Scopus and ERIC databases was carried out from February to March 2018. Papers in English and Portuguese language of the last 20 years on the proposed theme were selected. The inclusion criteria used were: to be a school curricular intervention protocol that favors the linguistic aspects; to be directed to learners with Autism Spectrum Disorder; to be translated and cross-culturally adapted to Brazilian Portuguese. Results: 214 papers were analyzed revealing the lack of studies on the topic. These data indicate a gap in national basic education, which may corroborate the low qualitative aspects of inclusive education in the country. The Collaborative Model for Promoting Competence and Success for Students with Autism Spectrum Disorder enables a more effective teaching of learners with autism, since this protocol empowers teachers in curricular adaptation to also develop the language skills and overcome the educational challenges of the students with this condition. Conclusion: the Brazilian scenario is that of absent instruments, which may interfere with the quality of inclusive education in Brazil.

show abstract

Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder

Cited by 90 publications

References 26 publications

Goal Attainment of Students with ASD Using COMPASS

Goal Attainment of Students with ASD Using COMPASS

Transitional Care Interventions for Youth With Disabilities: A Systematic Review

Curricular intervention protocol for teaching learners with Autism Spectrum Disorder: an integrative review

Contact Info

Product

Resources

About