[article] 
inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3586-3595

Titre :	Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	L. A. RUBLE, Auteur ; J. H. MCGREW, Auteur ; M. TOLAND, Auteur ; Nancy DALRYMPLE, Auteur ; Medina ADAMS, Auteur ; C. SNELL-ROOD, Auteur
Article en page(s) :	p.3586-3595
Langues :	Anglais (eng)
Mots-clés :	Autism  Compass  IEP outcomes  Rct  Transition
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-018-3623-9
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

[article] Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / L. A. RUBLE, Auteur ; J. H. MCGREW, Auteur ; M. TOLAND, Auteur ; Nancy DALRYMPLE, Auteur ; Medina ADAMS, Auteur ; C. SNELL-ROOD, Auteur . - p.3586-3595.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3586-3595

Mots-clés :	Autism  Compass  IEP outcomes  Rct  Transition
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-018-3623-9
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369