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

被引:31
|
作者
Ruble, Lisa A. [1 ]
McGrew, John H. [2 ]
Toland, Michael [1 ]
Dalrymple, Nancy
Adams, Medina [1 ]
Snell-Rood, Claire [3 ]
机构
[1] Univ Kentucky, Dept Educ Sch & Counseling Psychol, Lexington, KY 40506 USA
[2] Indiana Univ Purdue Univ, Psychol, Indianapolis, IN 46202 USA
[3] Univ Calif Berkeley, Sch Publ Hlth, Community Hlth Sci Div, Berkeley, CA 94720 USA
关键词
Autism; Transition; COMPASS; RCT; IEP outcomes; YOUNG-ADULTS; MISSING DATA; MODEL;
D O I
10.1007/s10803-018-3623-9
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
The postsecondary outcomes of individuals with autism spectrum disorder (ASD) are significantly worse than peers with other disabilities. One problem is the lack of empirically-supported transition planning interventions to guide services and help produce better outcomes. We applied an implementation science approach to adapt and modify an evidence-based consultation intervention originally tested with young children called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble et al., The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) and evaluate it for efficacy in a randomized controlled trial for transition-age youth. Results replicated findings with younger students with ASD that IEP outcomes were higher for COMPASS compared to the placebo control group (d = 2.1). Consultant fidelity was high and teacher adherence improved over time, replicating the importance of ongoing teacher coaching.
引用
收藏
页码:3586 / 3595
页数:10
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