COMPASS and Innovative Education for Students with Autism

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