Intervention Plan Quality Matters: Using COMPASS to Collaboratively Develop Student-Centered, Evidence-Based Intervention Plans Using an EBPP Approach

ABSTRACT

The quality of interventions for children with autism has improved thanks in part to the widespread dissemination of evidence-based practices (EBPs); however, teachers still report challenges developing focused interventions targeting the core challenges of students with autism. Tested in three randomized trials, COMPASS is a consultation-based implementation strategy that prioritizes shared decision-making in the development of goals and intervention plans using an evidence-based practice in psychology approach. To successfully train COMPASS consultants, a 16-item Intervention Plan Quality Scale (IPQS) was developed and tested with a set of nine school-based COMPASS-trained consultants who provided a total of 28 consultations. Results revealed that the IPQS had acceptable reliability and concurrent validity and was successful in helping consultant trainees develop high-quality plans over four feedback sessions. Overall, the IPQS was helpful for fidelity monitoring and appears to partially mediate child goal attainment outcomes through teacher adherence implementing the intervention plans.

Acknowledgments

This work was supported by grant Number R34MH073071 from the National Institute of Mental Health. The authors would like to acknowledge the students, caregivers, teachers, consultant trainees, and special education administrators who participated in the study, as well as the graduate student assistants who aided with various aspects of this study including Kahyah Pinkman, Jordan Findley, Rebecca Stayton, and Mary Hoffman.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by grant Number R34MH073071 from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.

Notes on contributors

Lindsey N. Ogle

Dr. Lindsey N. Ogle is an assistant professor in the Department of Special Education and program manager of the intense interventions teacher licensure program at Ball State University. Dr. Ogle’s clinical and research interests focus on improving quality of life outcomes for individuals with intense intervention needs, their families, and their teachers across the lifespan. She has conducted research in autism intervention, augmentative and alternative communication, supported decision-making within guardianship/conservatorship, and special education teacher burnout. She is currently a Co-PI on an IES funded study on CAST (COMPASS Across Settings), a consultation and coaching intervention for autistic students, teachers, caregivers, and pre-employment transition specialists designed to improve individualized postsecondary outcomes of transition age youth with autism led by Dr. Lisa Ruble (PI).

Blaine A. Garman-McClaine

Blaine A. Garman-McClaine is a doctoral candidate in special education at Indiana University Bloomington, research analyst, and Director of Special Education of Monroe County Community School Corporation. Blaine has published research related to educator perceptions of evidence-based practices as well as a study investigating the impact of the COVID 19 pandemic on students with autism.

Lisa A. Ruble

Dr. Lisa A. Ruble is a clinician-researcher who develops and tests interventions with implementation in mind for improved quality of life and educational/treatment outcomes of individuals with autism spectrum disorder, caregivers, and educators. Dr. Ruble has published more than 70 peer-reviewed research papers, books, and book chapters, which are available online. She is on the editorial board of Research in Autism Spectrum Disorders and serves as a grant reviewer for agencies such as the National Institutes of Health (NIH).She is the co-developer of COMPASS — an evidence-based parent-teacher consultation intervention that improves the special education outcomes of students with autism spectrum disorder. COMPASS have been evaluated with support from four NIH funded studies. For more information about COMPASS and how to access COMPASS for your schools or students, contact the Autism Services Research Group on their website or email Dr. Ruble at [email protected]. With funding from Institute of Education Sciences, Dr. Ruble and study collaborators Dr. Salyers and McGrew from IUPUI are evaluating the effectiveness of a special education teacher burnout and wellness intervention called BREATHE-EASE.