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 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] / 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

COMPASS for Hope: Evaluating the Effectiveness of a Parent Training and Support Program for Children with ASD / Grace M. KURAVACKEL in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.404-416 Titre : COMPASS for Hope: Evaluating the Effectiveness of a Parent Training and Support Program for Children with ASD Type de document : texte imprimé Auteurs : Grace M. KURAVACKEL, Auteur ; Lisa A. RUBLE, Auteur ; Robert J. REESE, Auteur ; Amanda P. ABLES, Auteur ; Alexis RODGERS, Auteur ; Michael D. TOLAND, Auteur Article en page(s) : p.404-416 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent efficacy  Parent intervention  Parent-stress  Problem behavior  Telehealth Index. décimale : PER Périodiques Résumé : Despite the growing number of studies that demonstrate the importance of empowering parents with knowledge and skills to act as intervention agents for their children with autism spectrum disorder (ASD), there are limited examples of parent-mediated interventions that focus on problem behaviors. Additionally, access to ASD-trained clinicians and research supported delivery options for families in rural areas is severely limited. COMPASS for Hope (C-HOPE) is an 8-week parent intervention program that was developed with the option of telehealth or face-to-face delivery. Parents who received C-HOPE intervention reported a reduction in parenting stress and an increase in competence. Parents also reported significant reductions in child behavior problems, both when compared to pre-intervention levels and to a waitlist control condition. En ligne : https://doi.org/10.1007/s10803-017-3333-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] COMPASS for Hope: Evaluating the Effectiveness of a Parent Training and Support Program for Children with ASD [texte imprimé] / Grace M. KURAVACKEL, Auteur ; Lisa A. RUBLE, Auteur ; Robert J. REESE, Auteur ; Amanda P. ABLES, Auteur ; Alexis RODGERS, Auteur ; Michael D. TOLAND, Auteur . - p.404-416. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.404-416 Mots-clés : Autism spectrum disorder  Parent efficacy  Parent intervention  Parent-stress  Problem behavior  Telehealth Index. décimale : PER Périodiques Résumé : Despite the growing number of studies that demonstrate the importance of empowering parents with knowledge and skills to act as intervention agents for their children with autism spectrum disorder (ASD), there are limited examples of parent-mediated interventions that focus on problem behaviors. Additionally, access to ASD-trained clinicians and research supported delivery options for families in rural areas is severely limited. COMPASS for Hope (C-HOPE) is an 8-week parent intervention program that was developed with the option of telehealth or face-to-face delivery. Parents who received C-HOPE intervention reported a reduction in parenting stress and an increase in competence. Parents also reported significant reductions in child behavior problems, both when compared to pre-intervention levels and to a waitlist control condition. En ligne : https://doi.org/10.1007/s10803-017-3333-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

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 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] / 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

Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder / Abigail M.A. LOVE in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1331-1345 Titre : Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Abigail M.A. LOVE, Auteur ; Ellen L. USHER, Auteur ; Michael D. TOLAND, Auteur ; Kirsten S. RAILEY, Auteur ; Jonathan M. CAMPBELL, Auteur ; Amy D. SPRIGGS, Auteur Article en page(s) : p.1331-1345 Langues : Anglais (eng) Mots-clés : Autism knowledge  Autism spectrum disorder  Police officer  Psychometrics  Scale development  Self-efficacy Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains. The purpose of this study was to design and provide psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers were collected and a 13-item scale was created and evaluated. Results indicated that the scale represented a unidimensional construct. Knowing more about officers' knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts. En ligne : http://dx.doi.org/10.1007/s10803-020-04613-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder [texte imprimé] / Abigail M.A. LOVE, Auteur ; Ellen L. USHER, Auteur ; Michael D. TOLAND, Auteur ; Kirsten S. RAILEY, Auteur ; Jonathan M. CAMPBELL, Auteur ; Amy D. SPRIGGS, Auteur . - p.1331-1345. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1331-1345 Mots-clés : Autism knowledge  Autism spectrum disorder  Police officer  Psychometrics  Scale development  Self-efficacy Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains. The purpose of this study was to design and provide psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers were collected and a 13-item scale was created and evaluated. Results indicated that the scale represented a unidimensional construct. Knowing more about officers' knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts. En ligne : http://dx.doi.org/10.1007/s10803-020-04613-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

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 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] / 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

Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder / Lisa A. RUBLE in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

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