Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial / Abigail M. A. LOVE in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3274-3287 Titre : Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial Type de document : Texte imprimé et/ou numérique Auteurs : Abigail M. A. LOVE, Auteur ; Ru Ying CAI, Auteur ; Jennifer STEPHENSON, Auteur ; Emma GALLAGHER, Auteur ; Michael D. TOLAND, Auteur ; Vicki GIBBS, Auteur Article en page(s) : p.3274-3287 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic students are educated in Australia across a variety of contexts and almost all educators use individualized goal-setting as a way of ensuring appropriate accommodations and curriculum modifications. Educators experience similar challenges when developing individualized goals for students, including lack of a standardized process for goal setting, inconsistent support networks, and challenges with data-driven goal-setting. The purpose of our research was to adapt and trial the Collaborative Model for Competence and Success (COMPASS), a research-based intervention aimed at improving the individualized goal-setting process for autistic students. Our primary hypothesis was that autistic students who participate in COMPASS would demonstrate more growth on their individualized outcomes relative to autistic students who receive services as usual (SAU). To answer our primary research question, we applied a single-blind cluster randomized trial. Participants were randomized into one of two groups: (a) a COMPASS intervention group and (b) a SAU group. Results indicate that students whose teachers received the intervention made more progress on their final individualized goals than those who received SAU, replicating previous findings regarding COMPASS in the US. Also, the adaptation of COMPASS for an Australian context showed high rates of satisfaction and fidelity. The success of this intervention in improving the progress that students make on their individualized goals demonstrates the benefits of a standardized intervention that supports teachers and families in this critical practice. En ligne : https://doi.org/10.1007/s10803-024-06345-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial [Texte imprimé et/ou numérique] / Abigail M. A. LOVE, Auteur ; Ru Ying CAI, Auteur ; Jennifer STEPHENSON, Auteur ; Emma GALLAGHER, Auteur ; Michael D. TOLAND, Auteur ; Vicki GIBBS, Auteur . - p.3274-3287. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3274-3287 Index. décimale : PER Périodiques Résumé : Autistic students are educated in Australia across a variety of contexts and almost all educators use individualized goal-setting as a way of ensuring appropriate accommodations and curriculum modifications. Educators experience similar challenges when developing individualized goals for students, including lack of a standardized process for goal setting, inconsistent support networks, and challenges with data-driven goal-setting. The purpose of our research was to adapt and trial the Collaborative Model for Competence and Success (COMPASS), a research-based intervention aimed at improving the individualized goal-setting process for autistic students. Our primary hypothesis was that autistic students who participate in COMPASS would demonstrate more growth on their individualized outcomes relative to autistic students who receive services as usual (SAU). To answer our primary research question, we applied a single-blind cluster randomized trial. Participants were randomized into one of two groups: (a) a COMPASS intervention group and (b) a SAU group. Results indicate that students whose teachers received the intervention made more progress on their final individualized goals than those who received SAU, replicating previous findings regarding COMPASS in the US. Also, the adaptation of COMPASS for an Australian context showed high rates of satisfaction and fidelity. The success of this intervention in improving the progress that students make on their individualized goals demonstrates the benefits of a standardized intervention that supports teachers and families in this critical practice. En ligne : https://doi.org/10.1007/s10803-024-06345-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism / Lisa A. RUBLE in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1974-1983 Titre : Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Michael D. TOLAND, Auteur Année de publication : 2012 Article en page(s) : p.1974-1983 Langues : Anglais (eng) Mots-clés : Goal attainment scaling  Outcome measurement  Autism  Randomized controlled trials  Reliability  Psychosocial intervention Index. décimale : PER Périodiques Résumé : Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. En ligne : http://dx.doi.org/10.1007/s10803-012-1446-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Michael D. TOLAND, Auteur . - 2012 . - p.1974-1983. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1974-1983 Mots-clés : Goal attainment scaling  Outcome measurement  Autism  Randomized controlled trials  Reliability  Psychosocial intervention Index. décimale : PER Périodiques Résumé : Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. En ligne : http://dx.doi.org/10.1007/s10803-012-1446-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) / Lisa A. RUBLE in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1151-1159 Titre : Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Michael D. TOLAND, Auteur ; Jessica L. BIRDWHISTELL, Auteur ; John H. MCGREW, Auteur ; Ellen L. USHER, Auteur Article en page(s) : p.1151-1159 Langues : Anglais (eng) Mots-clés : Teacher self-efficacy  Autism spectrum disorders  Special education  Reliability  Teacher stress  Teacher burnout Index. décimale : PER Périodiques Résumé : Abstract The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers’ responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 [article] Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Michael D. TOLAND, Auteur ; Jessica L. BIRDWHISTELL, Auteur ; John H. MCGREW, Auteur ; Ellen L. USHER, Auteur . - p.1151-1159. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1151-1159 Mots-clés : Teacher self-efficacy  Autism spectrum disorders  Special education  Reliability  Teacher stress  Teacher burnout Index. décimale : PER Périodiques Résumé : Abstract The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers’ responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211

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