65
Views
1
CrossRef citations to date
0
Altmetric
Research Article

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

Pages 265-289 | Received 22 Nov 2022, Accepted 03 May 2024, Published online: 17 May 2024

References

  • AFIRM Team. (2015). Reinforcement: EBP brief packet. National Professional development Center on Autism Spectrum Disorders, FPG Child Development Center, University of North Carolina. https://afirm.fpg.unc.edu/reinforcement
  • APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. The American Psychologist, 61(4), 271–285. https://doi.org/10.1037/0003-066x.61.4.271
  • Azad, G. F., Marcus, S. C., & Mandell, D. S. (2021). Partners in school: Optimizing communication between parents and teachers of children with autism spectrum disorder. Journal of Educational and Psychological Consultation, 31(4), 438–462. https://doi.org/10.1080/10474412.2020.1830100
  • Beidas, R. S., Edmunds, J. M., Marcus, S. C., & Kendall, P. C. (2012). Training and consultation to promote implementation of an empirically supported treatment: A randomized trial. Psychiatric Services, 63(7), 660–665. https://doi.org/10.1176/appi.ps.201100401
  • Brock, M. E., Dynia, J. M., Dueker, S. A., & Barczak, M. A. (2020). Teacher-reported priorities and practices for students with autism: Characterizing the research-to-practice gap. Focus on Autism and Other Developmental Disabilities, 35(2), 67–78. https://doi.org/10.1177/1088357619881217
  • Craig, F., Margari, F., Legrottaglie, A. R., Palumbi, R., De Giambattista, C., & Margari, L. (2016). A review of executive function deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. Neuropsychiatric Disease and Treatment, 12, 1191. https://doi.org/10.2147/NDT.S104620
  • Curran, G. M., Bauer, M., Mittman, B., Pyne, J. M., & Stetler, C. (2012). Effectiveness-implementation hybrid designs: Combining elements of clinical effectiveness and implementation research to enhance public health impact. Medical Care, 50(3), 217–226. https://doi.org/10.1097/MLR.0b013e3182408812
  • DeVellis, R. F. (2017). Scale development: Theory and applications. Sage Publications.
  • Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., Romanelli, L. H., Leaf, P. J., Greenberg, M. T., & Ialongo, N. S. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Mental Health Promotion, 1(3), 6–28. https://doi.org/10.1080/1754730X.2008.9715730
  • Dunst, C. J., Trivette, C. M., & Raab, M. (2013). An implementation science framework for conceptualizing and operationalizing fidelity in early childhood intervention studies. Journal of Early Intervention, 35(2), 85–101. https://doi.org/10.1177/1053815113502235
  • Endrew, F., A Minor by and Through his Parents and Next Friends, & Joseph, F. (2017). V. Douglas County School District RE-1. 580 U. S. ____. https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdf
  • Findley, J. A., Ruble, L. A., & McGrew, J. H. (2022). Individualized education program quality for transition age students with autism. Research in Autism Spectrum Disorders, 91, 101900. https://doi.org/10.1016/j.rasd.2021.101900
  • Forman, S. G., Olin, S. S., Hoagwood, K. E., Crowe, M., & Saka, N. (2009). Evidence-based interventions in schools: Developers’ views of implementation barriers and facilitators. School Mental Health, 1(1), 26–36. https://doi.org/10.1007/s12310-008-9002-5
  • Gillespie, B. M., & Marshall, A. (2015). Implementation of safety checklists in surgery: A realist synthesis of evidence. Implementation Science, 10(1), 1–14. https://doi.org/10.1186/s13012-015-0319-9
  • Hedin, L., & DeSpain, S. (2018). SMART or not? Writing specific, measurable IEP goals. Teaching Exceptional Children, 51(2), 100–110. https://doi.org/10.1177/0040059918802587
  • Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism & Developmental Disorders, 39, 1329–1338. https://doi.org/10.1007/s10803-009-0751-2
  • Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism & Developmental Disorders, 51, 4013–4032. https://doi.org/10.1007/s10803-020-04844-2
  • Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400. (2004).
  • Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2019). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3–14. https://doi.org/10.1177/1088357618755694
  • Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, & academic development. Paul H Brookes Publishing.
  • Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
  • Kurt, O., & Tekin-Iftar, E. (2008). A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisure skills to children with autism. Topics in Early Childhood Special Education, 28(1), 53–64. https://doi.org/10.1177/0271121408316046
  • Love, A. M., & Cai, R. Y. (2023). Adapting COMPASS in Australia. In L. A. Ruble & J. H. McGrew (Eds.), COMPASS and innovative education for students with autism (pp. 69–88). Springer. https://doi.org/10.1007/978-3-031-31395-0
  • McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., & Ziegler, D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.
  • Melgarejo, M., Lind, T., Stadnick, N. A., Helm, J. L., & Locke, J. (2020). Strengthening capacity for implementation of evidence-based practices for autism in schools: The roles of implementation climate, school leadership, and fidelity. American Psychologist, 75(8), 1105–1115. https://doi.org/10.1037/amp0000649
  • Muharib, R., Walker, V. L., Alresheed, F., & Gerow, S. (2021). Effects of multiple schedules of reinforcement on appropriate communication and challenging behaviors: A meta-analysis. Journal of Autism and Developmental Disorders, 51(2), 613–631. https://doi.org/10.1007/s10803-020-04569-2
  • Murza, K. A., Schwartz, J. B., Hahs‐Vaughn, D. L., & Nye, C. (2016). Joint attention interventions for children with autism spectrum disorder: A systematic review and meta‐analysis. International Journal of Language & Communication Disorders, 51(3), 236–251. https://doi.org/10.1111/1460-6984.12212
  • National Research Council. (2001). Educating children with autism. National Academies Press.
  • Newman, J., & Dusenbury, L. (2015). Social and emotional learning (SEL): A framework for academic, social, and emotional success. In C. Bosworth (Ed.), Prevention science in school settings (pp. 287–306). Springer.
  • Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., Koenig, J. L., Resetar, J. L., & Duhon, G. J. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34(1), 87–106. https://doi.org/10.1080/02796015.2005.12086277
  • Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children & Youth, 54(4), 275–282. https://doi.org/10.1080/10459881003785506
  • Odom, S. L., Cox, A. W., & Brock, M. E. (2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79(2), 233–251. https://doi.org/10.1177/0014402913079002081
  • Odom, S. L., Sam, A. M., & Tomaszewski, B. (2022). Factors associated with implementation of a school-based comprehensive program for students with autism. Autism, 26(3), 703–715. https://doi.org/10.1177/13623613211070340
  • Ogle, L. N., Ruble, L. A., Toland, M. D., & McGrew, J. H. (2023). Type and dosage of performance feedback following COMPASS consultation on teacher and student outcomes. Remedial and Special Education, 45(1), 30–43. https://doi.org/10.1177/07419325231164755
  • Owens, J. S., Lyon, A. R., Brandt, N. E., Masia Warner, C., Nadeem, E., Spiel, C., & Wagner, M. (2014). Implementation science in school mental health: Key constructs in a developing research agenda. School Mental Health, 6(2), 99–111. https://doi.org/10.1007/s12310-013-9115-3
  • Procter, E. K., Powell, B. J., & McMillen, J. C. (2013). Implementation strategies: Recommendations for specifying and reporting. Implementation Science, 8, 1–11. https://doi.org/10.1186/1748-5908-8-139
  • Ruble, L. A., & Dalrymple, N. J. (1996). An alternative view of outcome in autism. Focus on Autism and Other Developmental Disabilities, 11(1), 3–14. https://doi.org/10.1177/108835769601100102
  • Ruble, L., Dalrymple, N., & McGrew, J. (2010). The effects of consultation on individualized education program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32(4), 286–301. https://doi.org/10.1177/1053815110382973
  • Ruble, L., Dalrymple, N., & McGrew, J. H. (2012). The collaborative Model for promoting competence and success for students with autism. Springer.
  • Ruble, L. A., Love, A. M. A., Wong, V. W., Grisham‐Brown, J. L., & McGrew, J. H. (2020). Implementation fidelity and common elements of high-quality teaching sequences for students with autism spectrum disorder in COMPASS. Research in Autism Spectrum Disorders, 71, 101493. https://doi.org/10.1016/j.rasd.2019.101493
  • Ruble, L. A., & McGrew, J. H. (2015). COMPASS and impementation science: Improving educational outcomes of children with ASD. Springer.
  • Ruble, L., McGrew, J., Dale, B., & Yee, M. (2022). Goal attainment scaling: An idiographic measure sensitive to parent and teacher report of IEP goal outcome assessment for students with ASD. Journal of Autism and Developmental Disorders, 52(8), 3344–3352. https://doi.org/10.1007/s10803-021-05213-3
  • Ruble, L., McGrew, J., Johnson, L., & Pinkman, K. (2023). Matching autism interventions to goals with planned adaptations using COMPASS. Remedial and Special Education, 44(5), 365–380. https://doi.org/10.1177/07419325221134122
  • Ruble, L., McGrew, J., Rispoli, K., & Pinkman, K. (2024). Parent and teacher alliance and autism spectrum disorder: Relationship matters. Manuscript submitted.
  • Ruble, L., McGrew, J. H., & Toland, M. D. (2012b). Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 42(9), 1974–1983. https://doi.org/10.1007/s10803-012-1446-7
  • Ruble, L. A., McGrew, J. H., Toland, M., Dalrymple, N., Adams, M., & Snell‐Rood, C. (2018). Randomized control trial of COMPASS for improving transition outcomes of students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(10), 3586–3595. https://doi.org/10.1007/s10803-018-3623-9
  • Ruble, L. A., McGrew, J. H., Toland, M. D., Dalrymple, N. J., & Jung, L. A. (2013a). A randomized controlled trial of COMPASS web‐based and face‐to‐face teacher coaching in autism. Journal of Consulting and Clinical Psychology, 81(3), 566–572. https://doi.org/10.1037/a0032003
  • Ruble, L., McGrew, J. H., Wong, V., Adams, M., & Yue, Y. (2019). A preliminary study of parent activation, parent-teacher alliance, transition planning quality, and IEP and postsecondary goal attainment of students with ASD. Journal of Autism & Developmental Disorders, 49, 3231–3243. https://doi.org/10.1007/s10803-019-04047-4
  • Ruble, L., Ogle, L., & McGrew, J. (2023). Practice makes proficient: Evaluation of implementation fidelity following COMPASS consultation training. Psychology in the Schools, 60(3), 1–18. https://doi.org/10.1002/pits.22800
  • Ruble, L. A., Toland, M. D., Birdwhistell, J. L., McGrew, J. H., & Usher, E. L. (2013b). Preliminary study of the autism self-efficacy scale for teachers (ASSET). Research in Autism Spectrum Disorders, 7(9), 1151–1159. https://doi.org/10.1016/j.rasd.2013.06.006
  • Rutter, M., Bailey, A., & Lord, C. (2003). The social communication questionnaire: Manual. Western Psychological Services.
  • Sam, A. M., Steinbrenner, J. R., Odom, S. L., Nowell, S. W., Waters, V., Perkins, Y., White, M., Swaminathan, H., & Rogers, H. J. (2022). Promoting paraeducators’ use of evidence-based practices for students with autism. Exceptional Children, 89(3), 314–331. https://doi.org/10.1177/00144029221135572
  • Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (2005). Vineland adaptive behavior scales: Survey forms manual. AGS Publishers.
  • Stadnick, N. A., Meza, R. D., Suhrheinrich, J., Aarons, G. A., Brookman-Frazee, L., Lyon, A. R., Mandell, D. S., & Locke, J. (2019). Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools. Autism, 23(8), 1957–1968. https://doi.org/10.1177/1362361319834398
  • Stichter, J. P., Riley-Tillman, T. C., & Jimerson, S. R. (2016). Assessing, understanding, and supporting students with autism at school: Contemporary science, practice, and policy. School Psychology Quarterly, 31(4), 443–449. https://doi.org/10.1037/spq0000184
  • Turnbull, A. P., Zuna, N., Turnbull, H. R., III, Poston, D., & Summers, J. A. (2007). Families as partners in educational decision making: Current implementation and future directions. In S. L. Odom, R. H. Horner, M. E. Snell, & J. Blacher (Eds.), Handbook of developmental disabilities (pp. 570–590). Guilford Press.
  • Wainer, A. L., Pickard, K., & Ingersoll, B. R. (2017). Using web-based instruction, brief workshops, and remote consultation to teach community-based providers a parent mediated intervention. Journal of Child & Family Studies, 26, 1592–1602. https://doi.org/10.1007/s10826-017-0671-2
  • Walker, G. (2008). Constant and progressive time delay procedures for teaching children with autism: A literature review. Journal of Autism and Developmental Disorders, 38(2), 261–275. https://doi.org/10.1007/s10803-007-0390-4
  • Westling, D. L., Carter, E. W., Da Fonte, A., & Kurth, J. A. (2021). Teaching students to learn, generalize, and maintain skills. In Teaching students with severe disabilities (6th ed., 94–115). Pearson.
  • Wong, V. W., Ruble, L. A., Yu, Y., & McGrew, J. H. (2017). Too stressed to teach? Teaching quality, student engagement, and IEP outcomes. Exceptional Children, 83(4), 412–427. https://doi.org/10.1177/0014402917690729
  • Yell, M. L., & Bateman, D. (2020). Defining educational benefit: An update on the US Supreme Court’s ruling in Endrew F. v. Douglas county school district (2017). Teaching Exceptional Children, 52(5), 283–290. https://doi.org/10.1177/0040059920914259
  • Zemantic, P. K., Kurtz-Nelson, E. C., Barton, H., Safer-Lichtenstein, J., & McIntyre, L. L. (2022). Family empowerment: Predicting service utilization for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 52(11), 4986–4993. https://doi.org/10.1007/s10803-021-05329-6

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.